{"title":"Victoria Armstrong","description":"\u003cp\u003e\u003cstrong\u003eVictoria Armstrong’s\u003c\/strong\u003e work delves into the intersections of technology, gender, and music, offering insightful perspectives within the realm of \u003cem\u003earts and culture\u003c\/em\u003e. Her writing explores how cultural practices and social identities influence musical education and experience in contemporary society.\u003c\/p\u003e\n\n\u003cp\u003eReaders can expect thoughtful, well-researched examinations that challenge traditional narratives and invite reflection on the evolving role of technology and gender in creative fields. Armstrong’s books engage both academic and general readers interested in cultural studies and the dynamics of music education.\u003c\/p\u003e","products":[{"product_id":"technology-and-the-gendering-of-music-education-by-victoria-armstrong-9781409417842","title":"Technology and the Gendering of Music Education","description":"\u003cdiv class=\"book-description\"\u003e\n\u003cp\u003eCritical of technologically determinist assumptions underpinning current educational policy, Victoria Armstrong argues that this growing technicism has grave implications for the music classroom where composition is often synonymous with the music technology suite. The use of computers and associated compositional software in music education is frequently decontextualised from cultural and social relationships, thereby ignoring the fact that new technologies are used and developed within existing social spaces that are always already delineated along gender lines.\u003c\/p\u003e\n\n\u003cp\u003eArmstrong suggests these gender-technology relations have a profound effect on the ways adolescents compose music as well as how gendered identities in the technologised music classroom are constructed. Drawing together perspectives from the sociology of science and technology studies (STS) and the sociology of music, Armstrong examines the gendered processes and practices that contribute to how students learn about technology, the repertoire of teacher and student talk, its effect on student confidence and the issue of male control of technological knowledge.\u003c\/p\u003e\n\n\u003cp\u003eEven though girls and female teachers have technological knowledge and skill, the continuing material and symbolic associations of technology with men and masculinity contribute to the perception of women as less able and less interested in all things technological. In light of the fact that music technology is now central to many music-making practices across all sectors of education from primary, secondary through to higher education, this book provides a timely critical analysis that powerfully demonstrates why the relationship between gender and music technology should remain an important empirical consideration.\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003eTechnology and the Gendering of Music Education\u003c\/em\u003e is an essential read for those involved in music education, highlighting the crucial dynamic between gender and technology in shaping the learning environment.\u003c\/p\u003e\n\u003c\/div\u003e","brand":"Taylor \u0026 Francis","offers":[{"title":"Default Title","offer_id":47607879860460,"sku":"9781409417842","price":353.0,"currency_code":"NZD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0705\/7784\/8556\/files\/9781409417842-technology-and-the-gendering-of-music-education.jpg?v=1778177258"}],"url":"https:\/\/bookhero.co.nz\/collections\/victoria-armstrong.oembed","provider":"Book Hero","version":"1.0","type":"link"}