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Technology and the Gendering of Music Education

This monograph explores the construction of gendered discourses in the music classroom through an examination of the digitally-mediated compositional processes of Key Stage 4 pupils in four schools. The process of enquiry consisted of a six month empirical multi-method ethnographic study, underpinned by an interdisciplinary theoretical framework. The study yielded important insights showing that, despite claims made for technology’s ‘democratising’ potential, gender significantly affects the ways in which students engage with technology. It showed the importance of acknowledging music composition as a socially embedded practice and failure to do so raises serious concerns about inclusion in the technologised classroom.