Gender equality and equity in music pedagogy in Maltese band clubs : a qualitative case study

Abstract

This dissertation investigates whether the teaching and learning practices adopted by current music teachers at the Maltese Band Clubs Schools of Music (BCSoM) are influenced by gender. BCSoM form part of the non-formal music education sector and, play a crucial role in fostering community music and facilitating interactions. While generally positive, they also reflect the community complexities and dynamics. The researcher, a female clarinettist and educator within a Maltese band club, researched the context to identify and discern any gender-based pedagogical differences, noting that the number of female musicians and their representation in leadership roles remains significantly lower than their male counterparts. The study seeks to address the potential gender roles and pedagogical practices that exist in the music education of four band clubs, as well as the barriers that might hinder female musicians’ participation and advancement. Additionally, the research aims to delve into recommendations for good practices that could encourage gender-inclusive participation across various socio-demographic backgrounds within these male-dominated clubs. Data was gathered through semi-structured interviews with eight participants alongside observational research. Open-ended questions revealed insights into gender stereotypes, teaching practices, and biases related to musical instruments. The findings highlighted the need for structural reforms within band clubs to address institutional barriers and foster greater female participation in performance and leadership roles. By listening to the participants’ voice and implementing their own valuable recommendations, band clubs can create a more inclusive, gender-equitable environment, encouraging broader female representation in both music education and performance.