This paper reports on a small-scale study in an elementary school in Southern Ontario, Canada. The study investigated relationships between students’ perceptions and practices of gender in popular music education with particular attention given to communication, instruments and technology and development of freedoms and constraints. The findings present a more opaque picture than previous research, suggesting that students frequently transgress binary gendered patterns of practice and perception in this particular field. Gender monoglossia and heteroglossia provide a useful explanatory framework for analysis, indicating that further application of these concepts to issues in popular music education might be most fruitful.

中文翻译：

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流行音乐的非正式学习：性别单语和异语

本文报道了加拿大安大略省南部一所小学的一项小规模研究。该研究调查了流行音乐教育中学生对性别的看法和实践之间的关系，特别关注交流、乐器和技术以及自由和约束的发展。与之前的研究相比，这些发现呈现出更加不透明的画面，表明学生在这一特定领域经常违反二元性别的实践和感知模式。性别单语和异语为分析提供了有用的解释框架，表明将这些概念进一步应用于流行音乐教育问题可能是最富有成效的。