Dissertation/Thesis Abstract

Identity Politics and Politics of Identity: A Semiotic Approach to the Negotiation and Contestation of Music Teacher Identity among Early Career Music Teachers
by Brashier, Rachel Nicole, Ph.D., University of Rochester, 2019, 228; 10978840
Abstract (Summary)

In this dissertation, I addressed early career music teacher identity as it relates to d/Discourse in the narratives of three second-year teachers. I drew on existing narrative research in the field of music education (Barrett & Stauffer, 2006, 2009; Bresler, 2006; McCarthy, 2007). I used Critical Discourse Analysis (CDA; Gee, 1990; Fairclough, 1992, 2012; Wodak, 1996) to identify the three main themes that emerged from data: (1) Official Expectations, (2) Encountering Music Teaching, and (3) Negotiation and Contestation. I then overlaid the Irvine and Gal (2000) model of language ideology onto the three themes drawn from data. This model is comprised of three linguistic processes: Iconicity, Recursivity, and Erasure. Finally, I discussed the process of how music teacher identity co-construction operates within the context of both identity politics and the politics of identity. I used these concepts to propose a possible explanation for how music teacher identity co-construction is affected by how d/Discourse flows through the socio-linguistic domain.

Indexing (document details)
Advisor: Bucura, Elizabeth
Commitee: Duckles, Joyce, Silvey, Philip
School: University of Rochester
Department: Music
School Location: United States -- New York
Source: DAI-A 80/05(E), Dissertation Abstracts International
Subjects: Music education
Keywords: Attrition, Critical discourse analysis, Music education, Storytelling
Publication Number: 10978840
ISBN: 978-0-438-78661-5
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