Routledge - Technology and the Gendering of Music Education

Explore the complex relationship between digital tools and social identity in Victoria Armstrong's critical analysis. This book examines how current educational policies often rely on technologically determinist assumptions that can impact the music classroom. As composition becomes increasingly linked to the music technology suite, it is vital to understand the social context of these tools. Armstrong argues that the use of computers and compositional software is frequently removed from the cultural and social relationships that shape them. Because new technologies are developed and used within social spaces that are already defined by gender lines, their implementation in music education carries significant implications. This text provides a necessary look at how technicism affects the way students interact with music and technology, moving beyond a simple focus on software to look at the broader social landscape of the classroom.