Focusing on the interplay between educators, students, and music, this book delves into the values and beliefs of four music teachers through detailed narratives. Utilizing Bourdieu's concepts of habitus and doxa, it offers an insightful analysis of how these elements shape the music classroom experience, revealing the complexities of teaching and learning in this artistic field.
This book directly addresses the multiplicity and complexity of narrative research by illustrating a variety of avenues to pursuing and publishing research that falls under the umbrella of narrative work. The chapters are drawn from a wide range of disciplines including education, literary studies, cultural studies, music and clinical studies. Each chapter considers a particular methodological issue or approach, illustrating how it was addressed in the course of the research. Each of the chapters concludes with a set of discussion exercises and a further reading list. The book offers a valuable resource for established researchers seeking to expand their methodological and theoretical repertoire, and for graduate students and researchers new to narrative methods.