Exposure to and potential to engage in music is now very different for children and young people from more middle class and affluent backgrounds compared to those from working class or poor households. Middle class children and young people have access to opportunities to learn an instrument and engage in performance, predominantly for intrinsic reward and on occasion as the basis of a future career. Children and young people from more working class or poor backgrounds are more likely to be excluded from these opportunities and are less likely to take advantage of opportunities within the wider world of music industries. This research draws on in depth case studies of three local authorities in Scotland to reveal the ways in which local provision for music education is largely being re-shaped by economic factors and restraints. Drawing on aspects of critical theory it discusses the ways in which economic based decisions are interacting with the dominant social and cultural values to influence provision. It makes the argument that in an era of austerity the social and cultural values of the middle class are dominant and effectively increasing inequality in access to music. Children and young people from poor or working class households are increasingly excluded from opportunities to engage with formal music provision.

中文翻译：

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拉大差距？苏格兰公平音乐教育的挑战

与来自工人阶级或贫困家庭的儿童和年轻人相比，来自更多中产阶级和富裕背景的儿童和年轻人现在接触和参与音乐的潜力大不相同。中产阶级儿童和年轻人有机会学习乐器并参与表演，主要是为了获得内在的奖励，有时也可以作为未来职业的基础。来自更多工人阶级或贫困背景的儿童和年轻人更有可能被排除在这些机会之外，并且不太可能利用更广泛的音乐产业世界中的机会。本研究借鉴了苏格兰三个地方当局的深入案例研究，以揭示当地音乐教育供应在很大程度上受到经济因素和限制因素影响的方式。借鉴批判理论的各个方面，它讨论了基于经济的决策与占主导地位的社会和文化价值观相互作用以影响供给的方式。它提出的论点是，在紧缩时代，中产阶级的社会和文化价值观占主导地位，并有效地加剧了在获得音乐方面的不平等。来自贫困或工人阶级家庭的儿童和年轻人越来越被排除在参与正规音乐供应的机会之外。