Musicology in Australian Tertiary Institutions: Curriculum, Characters and Controversy

This ethnographic study examines ‘musicology’ in Australian tertiary music courses, focusing specifically on what it means to be a tertiary musicology educator, and how curriculum is shaped by institutional, governmental and music industry forces. Thirty-eight tertiary music educators from across nine Australian institutions participated in the research, revealing myriad experiences, perspectives and attitudes pertaining to tertiary musicology education. Drawing on phenomenology, participant-observation, interviews and yo-yo fieldwork, the research provides unique insights into exactly what is being taught in tertiary musicology units around Australia. Furthermore, it explores who ‘musicology’ educators are, their identities and career pathways, as well as how such individuals’ approach musicology teaching and learning.