Έμφυλα στερεότυπα και καταμερισμός στη Μουσική Εκπαίδευση: Η περίπτωση της διδασκαλίας λαϊκών και παραδοσιακών οργάνων σε δύο Μουσικά Σχολεία της περιφέρειας

Abstract

The contribution of Music Secondary Schools to the field of folk and traditional can be judged as important, based on a large number of graduates who are currently active in the field.  In addition, with the teaching of folk music in these schools, more and more women are entering a field that has always been male-dominated, with their role being limited in the past to that of singer.  Interesting is the case of specific instruments that gradually seem to be chosen more by women, while other instruments have retained their "male" character. So far, there is a large amount of foreign literature on gender stereotypes in Music Education, and more specifically on the relationship between gender of students and their choice of instrument.  The aim of this article is to study similar stereotypes about folk and traditional instruments based on ethnographic material collected in two provincial Music Schools. For this purpose, the author suggests a theoretical model, which attributes an evaluative and certainly not neutral character to gender, which legitimizes and reinforces existing hierarchies. Τhus, any music activity performed by women automatically acquires low status, and conversely, men avoid low status activities which are considered as less masculine.