Previous research suggested that specialist music teacher was of vital importance to the delivery of high quality music education, both school music lessons and extra-curricular music activities, to our next generation. The present study sets out to test this finding in Hong Kong primary school context. Drawing on a Bourdieusian lens, it suggests that there are strong relationships between (1) habitus, (2) social capital and (3) cultural capital possessed by music teachers and the provision of extra-curricular music activities based on a survey of extra-curricular music activities in a representative sample of Hong Kong primary schools, and on in-depth interviews with ten music teachers. The study findings indicate that the inclusion of specialist music teacher is associated with five out of sixteen types of extra-curricular music activities and a significant difference between the mean numbers of extra-curricular music activities offered by schools with specialist music teacher and schools without specialist music teacher. The nature and consequences of these findings are then analyzed based on the Bourdieusian approach. The present study recognizes that specialist and non-specialist music teacher acts the same way when making choices among different kinds of extra-curricular music activities according to our qualitative findings. The present study concludes that _,311' music teachers - are 'dominated-dominant' within the sub-field of the provision of extra-curricular music activities in Hong Kong primary schools. Implications for policy makers, school administrators and music teachers are given towards the end of this study.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:559470 |
| Date | January 2012 |
| Creators | Ho, Victor Man-yiu |
| Publisher | University of Bristol |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
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