An Analysis of Gender in a Spanish Music Textbook

Regueiro, Patricia Digón

doi:10.1080/14613800050004431

Cited by 14 publications

(27 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…We performed a content analysis of each illustration following a coding scheme constructed by the research team according to guidelines from previous studies analysing ME textbooks (Digon-Regueiro, 2000; Koza, 1994; Kruse et al, 2015). Once the categories and indicators were defined, the coding scheme underwent peer review by two experts in ME teaching and was revised based on their feedback.…”

Section: Methodsmentioning

confidence: 99%

“…On the other hand, Kruse, Giebelhausen, Shouldice, and Ramsey (2015) found in a sample of the Music Educators Journal that women were under-represented, and men were portrayed in activities that implied authority as music conductors or named persons. In Spain, Digon-Regueiro (2000) found that in one secondary ME textbook, women musicians were under-represented, and when they did appear it was in a stereotypical manner. For instance, the author found that a larger proportion of men are represented as professional musicians.…”

Section: Introductionmentioning

confidence: 99%

“…Women are not shown as conductors at all, while men are represented in these positions on several occasions. However, since Digon-Regueiro (2000) studied the representation of women in one Spanish secondary ME textbook, to our knowledge there is no evidence whether the new political and legislative gender-based framework has further challenged the prevailing construction of gender stereotypes.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Analysis of gender, age and disability representation in music education textbooks: A research update

Villodre

Martínez-Bello

2018

International Journal of Music Education

View full text Add to dashboard Cite

According to International and European Law, teachers are encouraged to analyse, challenge and to help to eliminate sexist stereotypes and distortions in curricular materials. We aimed to characterize and compare the efficacy of implementation of the gender equality-based approach in the Spanish educational system, through a content analysis of the illustrations in music education (ME) textbooks following a coding scheme constructed by the research team according to guidelines from previous studies about the depiction of women and girls in ME textbooks during two periods of Spanish democracy: before (1992–2005); and after (2006–2015). Our major findings were: (a) female characters were under-represented in both time periods studied; (b); the stereotype of women as amateur but not professional musicians is not perpetuated in the current primary ME textbooks; (c) both children and adults independently of gender were portrayed interacting with others; (d) despite the fact that women teachers are actively participating in schools, ME textbooks do not faithfully reflect that reality; and (e) the virtual absence of females and males with disabilities suggests that this aspect of inclusion is still pending. Notwithstanding, ME textbooks printed after 2006 tended to challenge some traditional stereotypes pertaining to how females and males think, play and act within the musical world.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Analysis of gender, age and disability representation in music education textbooks: A research update

Villodre

Martínez-Bello

2018

International Journal of Music Education

View full text Add to dashboard Cite

show abstract

“…Much research has focused on gender-stereotyped representations or gender bias. Such research is carried out in several fields such as history (Osler, 1994), music (Regueiro, 2000), STEM (Witherspoon & Schunn, 2020), health (Shin et al, 2015), and language (Rifkin, 1998). Other science research has also explored certain ethnic representations in a mathematical (Powell & Garcia, 1985) and language context (Yang, 2016).…”

Section: Gender Neutrality In the Textbooksmentioning

confidence: 99%

The Representation of Gender Neutrality in Indonesian Physics Textbooks: A Critical Discourse Analysis

Gumilar¹,

Amalia²

2020

Tadris

View full text Add to dashboard Cite

Gender issues in Indonesia are pivotal issues in science/physics textbooks and any aspects of life. As learning resources commonly utilized in the science classroom, physics textbooks should present gender neutrality to urge women's contribution to science. They are frequently considered less performance than those men in science. However, in the Indonesian context, few studies of gender representation in the physics textbook are conducted. Therefore, this present study investigates gender stereotypes in Indonesian physics textbooks based on social actor criteria. A Critical Discourse Analysis (CDA) is a qualitative research method employed to analyze gender neutrality discourse. The use of visual artifacts that refer to the representation of both men and women in the textbooks were utilized to emerge the roles of men and women in three frameworks: laboratory activities, physics application in daily life, and roles of men and women in the family. This present study's findings revealed that representation both men and women were almost to have the same representations based on three of these frameworks. Finally, this present study's implication is to underpin the woman representation to contribute to science activities.

show abstract

“…Long-standing philosophical and psychological beliefs have led Western music educators to define creativity as the production of new objects, primarily through composition and sometimes improvisation (e.g. Webster, 1992;Campbell & Scott-Kassner, 1995;Durrant & Welch, 1995;Pitts & Davidson, 2000;Regueiro, 2000;Hickey, 2001Hickey, , 2002Pogonowski, 2001;Burns, 2002;Merrill, 2002;Priest, 2002;Kostka, 2004). However, Walker (2000) wrote that by 'removing music from its social origins and elevating it to a 'pure art .…”

Section: U L T U R a L F A C T O R Smentioning

confidence: 99%

Toward a reconstruction of ‘creativity’ in music education

Humphreys¹

2006

Brit. J. Music. Ed.

View full text Add to dashboard Cite

Creativity in human endeavours is being discussed and promoted in many fields and venues throughout the Western world. In this paper I discuss reasons for the current emphasis on creativity, especially in music education. I also describe some philosophical, psychological, cultural, and political/social/economic factors that have worked for and against the teaching of creativity in school music programmes, while recognising that technology also plays an important role.No poet shall compose anything in contravention of the public standards of law and right, honour and good…–Plato (Laws: VII: 28)

show abstract

An Analysis of Gender in a Spanish Music Textbook

Cited by 14 publications

References 3 publications

Analysis of gender, age and disability representation in music education textbooks: A research update

Analysis of gender, age and disability representation in music education textbooks: A research update

The Representation of Gender Neutrality in Indonesian Physics Textbooks: A Critical Discourse Analysis

Toward a reconstruction of ‘creativity’ in music education

Contact Info

Product

Resources

About