Authority for Democracy? The Limits and Potentialities of Conductors' Educational Authority

• In Event: Considering Music Teaching and Pedagogy

Abstract

This paper is part of a larger study that seeks to better understand music teachers’ views on educational authority. In light of current questions about the democratic potential of large, conductor-led music ensembles, this paper seeks to clarify several key distinctions regarding educational, democratic authority. Namely, distinctions between coercive and non-coercive authority, deferential and dialogical authority, and hierarchical and non-hierarchical conceptions of childhood. The main conclusion we wish to draw is that teacher authority may be understood in different ways, some of which are potentially congenial to the democratic potential of school bands. The conceptual distinctions put forth in this paper will serve as the basis of a conceptual framework for subsequent qualitative research.

Authors

• Tessa MacLean, McGill University

• Kevin McDonough, McGill University