Abstract

What follows is a reflexive interrogation, grounded in my dissertation work on classroom discourse within an instrumental music setting. It is a narrative of my growing disaffection with an analytical method and its philosophical underpinnings that, once settled upon, employed, and interpreted, became limited by what had attracted me in the first place: its structure and utility. What I hope to accomplish here is not so much the telling of a cautionary tale, but rather the articulation of my evolving understanding of ideological issues, subsequent to seeking out that magical methodological dissertation bullet. Within this article, I summarize my dissertation study and its findings, and conclude with a critique of the study and its results. This post hoc analysis addresses the study’s limitations as a consequence of my choosing a structuralist investigative method and explores what my critical narrative implies for future research in the field of music education.

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