Advertisement

Capitalising on Musical Mothering

  • Clare Hall
Chapter
Part of the Palgrave Studies in Gender and Education book series (GED)

Abstract

This chapter is the first of four that portray the musical life stories of the choirboys and the significant characters in their lives. We begin looking at the role of music in making young masculinities with the seldom-heard vantage point of mothers’ stories of their sons’ early lives. I examine the mothers’ involvement in their children’s music education against the backdrop of current sociological debates about intensive mothering practices and the concerted cultivation involved in middle-class parenting. Using feminist rereadings of Bourdieu’s theoretical concepts, I focus on the dispositions that are fostered in early childhood through the mothers’ musical practices that I refer to as their musical mothering, which form the foundation of the boys’ musical habitus.

References

  1. Adler, A. (2002). A case study of boys’ experiences of singing in school. Unpublished Doctoral Dissertation, University of Toronto, Toronto.Google Scholar
  2. Aitchison, C. (2006). Mothers and school choice: Effects on the home front. Unpublished Doctoral Dissertation, University of Technology, Sydney, Australia.Google Scholar
  3. Allatt, P. (1993). Becoming privileged: The role of family processes. In I. Bates & G. Risenborough (Eds.), Youth and inequality (pp. 139–159). Buckingham: Open University Press.Google Scholar
  4. Bennett, T., Emmison, M., & Frow, J. (1999). Music tastes and music knowledge. In Accounting for tastes: Australian everyday cultures (pp. 170–200). Cambridge: Cambridge University Press.Google Scholar
  5. Bourdieu, P. (1984a). Homo Academicus. Cambridge: Polity Press.Google Scholar
  6. Bourdieu, P. (1986). The forms of capital. In L. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York: Greenwood Press.Google Scholar
  7. Bourdieu, P. (1990b). The logic of practice. Stanford, CA: Stanford University Press.Google Scholar
  8. Bourdieu, P. (1993a). Sociology in question. London: Sage.Google Scholar
  9. Bourdieu, P., & Wacquant, L. (1992). An invitation to reflexive sociology. Chicago: University of Chicago Press.Google Scholar
  10. DeNora, T. (2000). Music in everyday life. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  11. Hattery, A. (2001). Women, work, and family: Balancing and weaving. Thousand Oaks, CA: Sage.Google Scholar
  12. Hays, S. (1996). The cultural contradictions of motherhood. New Haven: Yale University Press.Google Scholar
  13. Lareau, A. (2011). Unequal childhoods: Class, race, and family life (2nd ed.). Berkeley: University of California Press.Google Scholar
  14. Mackinlay, E. (2009a). Singing maternity through autoethnography: Making visible the musical world of myself as a mother. Early Child Development and Care, 179(6), 717–731.CrossRefGoogle Scholar
  15. Mackinlay, E. (2009b). Songs she sang to me: The centrality of music to the lives of mothers and their children. Australian Kodaly Journal, 31–39.Google Scholar
  16. Mackinlay, E., & Baker, F. (2005). Nurturing herself, nurturing her baby: Understanding teaching and learning experiences for first-time mothers through lullaby singing. Women and Music: A Journal of Gender and Culture, 9, 69–89.CrossRefGoogle Scholar
  17. Nowotny, H. (1981). Women in public life in Austria. In C. Epstein & R. Coser (Eds.), Access to power: Cross-national studies of women and elites. London: Allen & Unwin.Google Scholar
  18. O’Brien, M. (2008). Gendered capital: Emotional capital and mothers’ care work in education. British Journal of Sociology of Education, 29(2), 137–148.CrossRefGoogle Scholar
  19. O’Reilly, A. (Ed.). (2001). Mothers and sons: Feminism, masculinity and the struggle to raise our sons. New York: Routledge.Google Scholar
  20. Reay, D. (1998a). Class work: Mothers’ involvement in the children’s primary schooling. London: RoutledgeFalmer.Google Scholar
  21. Reay, D. (1998b). Cultural reproduction: Mothers’ involvement in their children’s primary schooling. In M. Grenfell & D. James (Eds.), Bourdieu and education: Acts of practical theory (pp. 55–71). London: Falmer Press.Google Scholar
  22. Reay, D. (2004b). Gendering Bourdieu’s concepts of capitals? Emotional capital, women and social class. The Sociological Review, 52(2), 57–74.CrossRefGoogle Scholar
  23. Savage, S. (2015a). Intensive mothering through music in early childhood education. Unpublished Master’s Thesis, Monash University, Australia.Google Scholar
  24. Savage, S., & Hall, C. A. (2017). Thinking about and beyond the cultural contradictions of motherhood through musical mothering. In L. Ross, M. J. Rose, & J. Hartmann (Eds.), Music of motherhood (pp. 32–50). Bradford, ON: Demeter Press.CrossRefGoogle Scholar
  25. Vincent, C., & Ball, S. (2006). Childcare, choice and class practices: Middle-class parents and the children. London: Routledge.Google Scholar
  26. Vincent, C., & Ball, S. (2007). ‘Making up’ the middle-class child: Families, activities and class dispositions. Sociology, 41(6), 1061–1077.CrossRefGoogle Scholar
  27. Watkins, M., & Noble, G. (2008). Cultural practices and learning: Diversity, discipline and dispositions in schooling. Penrith South: University of Western Sydney.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Clare Hall
    • 1
  1. 1.Monash UniversityFrankstonAustralia

Personalised recommendations