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"The Routledge Handbook to Sociology of Music Education is a comprehensive, authoritative and state-of-the-art review of current research in the field. The opening introduction orients the reader to the field, highlights recent developments, and draws together concepts and research methods to be covered. The chapters that follow are written by respected, experienced experts on key issues in their area of specialisation.　From separate beginnings in the United States, Europe, and the United Kingdom in the mid-twentieth century, the field of the sociology of music education has and continues to experience rapid and global development. It could be argued that this Handbook marks its coming of age. The Handbook is dedicated to the exclusive and explicit application of sociological constructs and theories to issues such as globalisation, immigration, post-colonialism, inter-generational musicking, socialisation, inclusion, exclusion, hegemony, symbolic violence, and popular culture. Contexts range from formal compulsory schooling to non-formal communal environments to informal music making and listening. The Handbook is aimed at graduate students, researchers and professionals, but will also be a useful text for undergraduate students in music, education, and cultural studies."

"The thoroughly revised and updated second edition of the Routledge Handbook of Cultural Sociology provides an unparalleled overview of sociological and related scholarship on the complex relations of culture to social structures and everyday life. With 70 essays written by scholars from around the world, the book brings diverse approaches into dialogue, charting new pathways for understanding culture in our global era.Short, accessible chapters by contributing authors address classic questions, emergent issues, and new scholarship on topics ranging from cultural and social theory to politics and the state, social stratification, identity, community, aesthetics, and social and cultural movements. In addition, contributors explore developments central to the constitution and reproduction of culture, such as power, technology, and the organization of work.This handbook is essential reading for undergraduate and postgraduate students interested in a wide range of subfields within sociology, as well as cultural studies, media and communication, and postcolonial theory."

"Sociology and Music Education addresses a pressing need to provide a sociological foundation for understanding music education. The music education community, academic and professional, has become increasingly aware of the need to locate the issues facing music educators within a broader sociological context. This is required both as a means to deeper understanding of the issues themselves and as a means to raising professional consciousness of the macro issues of power and politics by which education is often constrained. The book outlines some introductory concepts in sociology and music education and then draws together seminal theoretical insights with examples from practice with innovative applications of sociological theory to the field of music education. The editor has taken great care to select an international community of experienced researchers and practitioners as contributors who reflect current trends in the sociology of music education in Europe and the UK. The book concludes with an Afterword by Christopher Small."

"Music Education for Social Change: Constructing an Activist Music Education develops an activist music education rooted in principles of social justice and anti-oppression. Based on the interviews of 20 activist-musicians across the United States and Canada, the book explores the common themes, perceptions, and philosophies among them, positioning these activist-musicians as catalysts for change in music education while raising the question: amidst racism and violence targeted at people who embody difference, how can music education contribute to changing the social climate?Music has long played a role in activism and resistance. By drawing upon this rich tradition, educators can position activist music education as part of a long-term response to events, as a crucial initiative to respond to ongoing oppression, and as an opportunity for youth to develop collective, expressive, and critical thinking skills. This emergent activist music education—like activism pushing toward social change—focuses on bringing people together, expressing experiences, and identifying (and challenging) oppressions. Grounded in practice with examples integrated throughout the text, Music Education for Social Change is an imperative and urgent consideration of what may be possible through music and music education."

"Machine generated contents note: I.THEORETICAL AND HISTORICAL PERSPECTIVESA.Status Attainment and Social Mobility1.The "Rationalization" of Education and Training /​ Max Weber2.Social and Cultural Mobility /​ Pitirim Sorokin3.Sponsored and Contest Mobility and the School System /​ Ralph H. Turner4.Status Attainment Processes /​ Alejandro PortesB.Human Capital, Cultural Capital, and Social Capital5.Human Capital /​ Gary S. Becker6.Cultural Capital: Allusions, Gaps, and Glissandos in Recent Theoretical Developments /​ Annette Lareau7.Schools, Families, and Communities /​ Thomas HofferC.Changing Theories of Education Systems8.The First Element of Morality: The Spirit of Discipline /​ Emile Durkheim9.The School and the Community /​ Willard Waller10.Functional and Conflict Theories of Educational Stratification /​ Randall Collins11.The Long Shadow of Work /​ Pete"

"Studi ini meneliti dinamika kompleks yang membentuk niat partisipasi berkelanjutan orang tua dalam pendidikan musik anak-anak mereka, dengan fokus pada peran nilai yang dirasakan, kepercayaan, keterlibatan orang tua, dan efek mediasi dari motivasi dan keterlibatan anak-anak. Berdasarkan sampel 165 pasang orang tua dan siswa berusia 6- 16 tahun yang sedang mengikuti pelajaran musik di Indonesia, data dikumpulkan melalui survei online. Temuan menunjukkan pengaruh langsung yang signifikan dari nilai yang dirasakan orang tua terhadap niat partisipasi berkelanjutan mereka, dengan kepercayaan dan keterlibatan orang tua sebagai mediator dalam hubungan ini. Namun, motivasi dan keterlibatan anak-anak dinyatakan tidak memediasi hubungan ini. Meskipun begitu peneliti menyoroti interaksi yang rumit antara konstruk-konstruk ini. Temuan ini menegaskan pentingnya memupuk kepercayaan dan keterlibatan orang tua yang aktif dalam program pendidikan musik anak-anak untuk menjaga keterlibatan orang tua dari waktu ke waktu dan meningkatkan motivasi dan keterlibatan anak dalam belajar musik. Implikasi bagi pendidik musik dan peneliti dibahas, dengan saran untuk meningkatkan dukungan dan keterlibatan orang tua dalam perkembangan musikal anak-anak.

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This study examines the complex dynamics that shape parents' intentions for continued participation in their children's music education, focusing on the roles of perceived value, trust, parental involvement, and the mediating effects of children's motivation and engagement. Based on a sample of 165 pairs of parents and students aged 6-16 years who are taking music lessons in Indonesia, data were collected through an online survey. The findings show a significant direct impact of parents' perceived value on their intention for continued participation, with trust and parental involvement acting as mediators in this relationship. However, children's motivation and engagement were found not to mediate this relationship. Despite this, the researchers highlight the complex interactions among these constructs. These findings underscore the importance of fostering trust and active parental involvement in children's music education programs to sustain parental engagement over time and to enhance children's motivation and engagement in learning music. Implications for music educators and researchers are discussed, with suggestions to enhance parental support and involvement in children's musical development."