Moving away from the habitus? Narrative accounts from classically trained student secondary school music teachers in Wales

Abstract This paper builds on research conducted in 2008 by Wright into the uneasy power dynamics between a music teacher and her pupils in a secondary school music classroom in Wales as a result of her Western Classical ‘habitus’; by this, we mean the habitual behaviours, attitudes and values that are commonplace when operating as a classical musician. Some 18 years on, and in a transformative Welsh education climate, narrative data collected from pre-service teachers practising in similar classrooms in Wales suggest that they have begun to move away from their Western European classical ‘habitus’ and believe in shared pedagogic ownership that takes account of pupil voice and choice. Furthermore, in learning to teach, they develop pedagogic behaviours more akin to popular musicians, such as being more improvisatory and more willing to tolerate uncertainty. A key factor is the trusting and collaborative relationships they developed with their mentors (teacher-tutors) within an education system in Wales that has committed itself to the concept of subsidiarity. These findings mark a positive step forward for the music education community within a new and aspirational educational landscape in Wales.