English vs. music. A study of teachers’ perceptions of the status of the English and music subject in Norway

Abstract

Today, English and music enjoy a very different status in schools. English is a prioritized subject, as evident in the demands of qualification of teachers of English. Music is a subject that continuously has to justify its place in Norwegian schools.

The aim of the study was to examine the status of the English and music subject as it is perceived today, and how structural factors may affect the teachers’ professional agency. It approaches the topic through an investigation of the life worlds of some of the most central actors in the field: teachers who teach both subjects in combination. The research question was as follows: How is the difference in status between English and music experienced by teachers who work with these subjects?

Through a qualitative study based on a focus group interview with four teachers of English and music, I found that the teachers perceive the English subject to hold a higher status than the music subject, evident in the requirement of qualification of teachers of English. With the reality that no requirements are made for teaching music, they subsequently were concerned for the future of the music subject on school. The English subject is guarded top-down, while music is more dependent on the teacher to keep its place in school. Further, the differences in priorities given in regard to financial support and space for teaching, the teachers viewed as an indication of the subjects’ status.