{"title":"意义生成的再思考系统:探索儿童音乐参与与“摇滚男孩”和“流行女孩”主体地位的可能理论框架","authors":"Ingeborg Lunde Vestad","doi":"10.1007/978-3-030-17791-1_13","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":276816,"journal":{"name":"International Perspectives on Early Childhood Education and Development","volume":"94 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Re-thinking Systems of Meaning-Making: A Possible Theoretical Framework for Exploring Children’s Engagement in Music and the Subject Positions of ‘Rock-Boys’ and ‘Pop-Girls’\",\"authors\":\"Ingeborg Lunde Vestad\",\"doi\":\"10.1007/978-3-030-17791-1_13\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":276816,\"journal\":{\"name\":\"International Perspectives on Early Childhood Education and Development\",\"volume\":\"94 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Perspectives on Early Childhood Education and Development\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/978-3-030-17791-1_13\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Perspectives on Early Childhood Education and Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/978-3-030-17791-1_13","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Re-thinking Systems of Meaning-Making: A Possible Theoretical Framework for Exploring Children’s Engagement in Music and the Subject Positions of ‘Rock-Boys’ and ‘Pop-Girls’