| Abstract: |
The purpose of this study was to systematically review the literature on discourse analysis in music education. Using methodological guidelines from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), our search yielded 6,710 records, of which 121 were selected for full-text analysis. Analysis revealed that music education researchers used 'discourse' to mean: (a) socially constructed knowledge, (b) 'truths', (c) social practice, (d) a way of identity construction, and (e) 'language-in-use' (Gee, James Paul. 2011. "How To Do Discourse Analysis: A Toolkit." London and New York: Routledge, 177). These meanings do not exist in silos but are closely related. 'Discourse analysis' was used to describe a methodology that involves (a) examining language use in social contexts, (b) analysts' interpretation, and (c) the close study of texts. The two most common approaches were Critical Discourse Analysis and Foucauldian discourse analysis. Key topics examined using discourse analysis included broader social issues (e.g. gender, inclusion, and race) and issues and practices related to specific music education contexts (e.g. large ensembles, higher music education, and collaborative music learning). Implications for music education were proffered in light of the findings. |