Identity Politics and Politics of Identity| A Semiotic Approach to the Negotiation and Contestation of Music Teacher Identity among Early Career Music Teachers

Description

<p> In this dissertation, I addressed early career music teacher identity as it relates to d/Discourse in the narratives of three second-year teachers. I drew on existing narrative research in the field of music education (Barrett &amp; Stauffer, 2006, 2009; Bresler, 2006; McCarthy, 2007). I used Critical Discourse Analysis (CDA; Gee, 1990; Fairclough, 1992, 2012; Wodak, 1996) to identify the three main themes that emerged from data: (1) Official Expectations, (2) Encountering Music Teaching, and (3) Negotiation and Contestation. I then overlaid the Irvine and Gal (2000) model of language ideology onto the three themes drawn from data. This model is comprised of three linguistic processes: Iconicity, Recursivity, and Erasure. Finally, I discussed the process of how music teacher identity co-construction operates within the context of both <i> identity politics</i> and <i>the politics of identity</i>. I used these concepts to propose a possible explanation for how music teacher identity co-construction is affected by how d/Discourse flows through the socio-linguistic domain.</p><p>

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Tags

Music education

Additional Fields

Identifer	oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10978840
Date	22 January 2019
Creators	Brashier, Rachel Nicole
Publisher	University of Rochester
Source Sets	ProQuest.com
Language	English
Detected Language	English
Type	thesis