Interpellation Through Interpolation
Informal Learning and Non-Formal Teaching as Catalysts for Shifts in Ideological Positionings
Bibliographic Data
| ID | 17575532 |
|---|---|
| Authors | Edmond Gubbins (0000-0002-0767-0942, Mary Immaculate College, Limerick, Ireland, corresponding author) |
| Year | 2026 |
| Publication date | 2026-03-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0255-7614 • E-ISSN: 1744-795X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/02557614261428079 |
| OpenAlex | W7135013326 |
| Language | EN |
| References cited | 44 |
Primary music education teaching and learning practices are significantly influenced by the ideological positionality of teachers, including what it means to be ‘musical’ and what is valued within the music lesson. Uniquely framed through the concept of Althusser’s interpellation, this paper traces the shifts in ideological perspectives of Irish primary generalist teachers regarding their understandings of musicality, and in particular, the notion of musicality as ‘giftedness’. Using Participatory Case Study Research, this study derives data from generalist primary teachers ( n = 3) and students ( n = 137) in the Republic of Ireland across a range of different schools who utilised Musical Futures approaches over the course of a school term. The findings illustrate how engagement in such informal and non-formal teaching and learning pedagogies vis-à-vis Musical Futures approaches acted as a catalyst for the reappraisal of embedded musical beliefs within the primary music classroom, thereby positioning such approaches as a means to address hegemonic structures within primary music education. As teachers confront these ideological assumptions, the paper’s findings shed light on how these shifts have implications for practice within generalist education in the music classroom
Citizen journalism · Hegemony · Ideology · Informal learning · Irish · Music education · Musical · Diverse Music Education Insights · Educational Theory and Curriculum Studies · Neuroscience and Music Perception
Formal and informal learning situations or practices vs formal and informal ways of learning
Innate talents
Teacher habitus as/at the nexus of practice
Musical Futures and Irish primary schools
Finding the “both/and”
Incorporation of informal music learning practices in a primary classroom in Cyprus
An investigation of musical ability beliefs and self-concept among fourth-grade students in the United States
Musical Futures in New Zealand
Outline of a Theory of Practice
Becoming an educator in and through the arts
Bourdieu, Practice and Change
The field of cultural production, or
| Citation velocity | historical |
|---|---|
| Highly cited | No |