A comparison of "popular music pedagogy" discourses

Roger Mantie

Research output: Contribution to journalArticlepeer-review

51 Scopus citations


The purpose of this study was to interrogate discourses of "popular music pedagogy" in order to better understand music education practices generally and specifically those in the United States. Employing a conceptual framework based on the work of Jan Blommaert (2005), a content analysis was conducted on a sample of 81 articles related to popular music and music education according to the variables of journal and nationality. Results suggest that international differences in discourse existed. American-based authors focused on issues of legitimacy and quality (repertoire and teaching), whereas non-American-based authors focused on matters of utility and efficacy, with an emphasis on the quality of learning and pedagogical relationship. The lack of awareness (national and international) of discourse features and functions may be limiting the effectiveness of both communication and practice.

Original languageEnglish (US)
Pages (from-to)334-352
Number of pages19
JournalJournal of Research in Music Education
Issue number3
StatePublished - Oct 2013
Externally publishedYes


  • Content analysis
  • Curriculum
  • Discourse
  • Instruction
  • Pedagogy
  • Popular music
  • Sociolinguistics

ASJC Scopus subject areas

  • Education
  • Music


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