Ideology, selective tradition, and naturalization in the music teacher education curriculum

This article engages with critical discourse analysis to explore how ideological values are represented in the national guidelines for generalist music teacher education Norway. These curriculum documents understood as part of a selective tradition which serves naturalize dominating institutions. The historical and current discourses preferences, values, philosophies. authors argue that largely contribute upholding certain school ideology matching community educators. theoretical thrust is based on writings ideology, hegemony, naturalization tradition.