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Author(s): Authority O. A. U..

Volume/Issue: Volume 6, Issue 1 (2026)

Page No: 15-34

Journal: British Journal of Contemporary Education (BJCE)

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Abstract:

This study interrogates the persistent conflation of professional identities between musicians and musicologists in contemporary discourse, illuminating the implications of the misuse of nomenclature within academic and cultural contexts. Grounded in qualitative content analysis, the research critically evaluates published texts, institutional documents, and expert commentaries to demarcate the distinctive roles, epistemic boundaries, and contributions of musicians and musicologists in the 21st century. Drawing from disciplinary identity theory and field theory, the investigation reveals that while musicians primarily engage in creative production and performative interpretation, musicologists operate within a research-oriented framework, generating theoretical, historical, and analytical insights. The findings indicate that terminological ambiguity not only distorts public and academic perceptions but also undermines disciplinary legitimacy and pedagogical clarity. Furthermore, the study highlights trends in hybrid professional identities and the challenges posed by interdisciplinary practices, especially in higher education and arts administration. The article concludes by advocating for a more nuanced nomenclatural paradigm that reflects the functional and epistemological distinctions between practitioners and scholars in music. Such a recalibration holds promise for curriculum reform, scholarly publishing, and professional accreditation, thereby fostering greater coherence in the global musicological landscape and advancing intellectual integrity across domains of music practice and research.

Keywords:

Ambiguity, Conflation, Epistemic, Nomenclature, Paradigm.

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