Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.746664
Title: Young people's access to local authority instrumental music tuition in England : a historical and contemporary study
Author: Purves, R. M.
ISNI:       0000 0004 7225 2602
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2017
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Abstract:
This thesis traces young people’s ability to access local authority music service instrumental tuition in England from the Second World War to the present. It explores a range of social, economic, political and geographical factors that have impacted, and may continue to impact, on the provision and take-up of this tuition. The research adopts a Bourdieusian social praxeological framework and has been undertaken in two phases. Phase 1 is a historical documentary analysis of the development of local authority music services, with a contextualised focus on participation and perceived value. This identifies changing and persistent trends, concerns and assumptions within the views of educators, administrators and policy makers regarding access. Hidden barriers to music service tuition are noted to embrace family socio-economic status, family awareness of arts and culture, parental vehicle ownership, geographical distance from teaching/rehearsing sites, instrument size and weight, professionals' perceptions regarding pupils’ home life and environment, school culture, and ethnic/cultural background of pupils. Phase 2 is an idiographic case study of instrumental tuition provision and its take-up within one local authority. The barriers identified during Phase 1 are explored in detail, with reference to underlying socio-economic, environmental and geographical factors. The selected local authority’s particular circumstances led to its music service receiving unparalleled levels of government funding between 1999 and 2011 as part of the ‘Music Standards Fund’. The then government’s intention for this funding was to address a perceived decline in schools’ instrumental tuition and to widen access. It came at a time of unprecedented political interest in all aspects of music making and learning. A novel feature of Phase 2 is the use of geospatial techniques including location quotients, tests for spatial autocorrelation and distribution. The conclusion considers how the issues raised might inform the debates surrounding the contemporary operation of Music Education Hubs. It also offers implications for future research.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.746664  DOI: Not available
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