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”It’s so easy to feel inadequate": music teachers’ discussions regarding music education and social aims
Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
2019 (Swedish)In: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 19, p. 25-52Article in journal (Refereed) Published
Abstract [en]

The aim of the present article is to discuss the social aspects of music education for children and young people. Societal challenges such as social vulnerability and increasing segregation have highlighted general educational aims such as fostering democracy, equality, social justice and inclusion. The empirical material comprises a focus group interview with teachers working in El Sistema, a music education programme that has both musical and social aims. Analyses of verbal constructions reveal the way teachers negotiate and legitimise their work through affective repertoires and subject positioning. A discursive practice is constructed, in which two different, often incompatible, positions emerge: the music teacher and the social worker. Among different subject positions available, those specifically constructed to fit the claim of a social commission prevail. Finally, the study ́s result is discussed in relation to the conceptualisation of music education as a social practice, and music teachers ́ understanding of their professional commitment towards both social and musical learning.

Place, publisher, year, edition, pages
Oslo: Norges musikkhøgskole , 2019. Vol. 19, p. 25-52
Keywords [en]
affective discursive practice, El Sistema, music education, social aspects
Keywords [sv]
affektiv diskursiv praktik, El Sistema, musikundervisning, sociala aspekter
National Category
Pedagogical Work Music
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-154139OAI: oai:DiVA.org:umu-154139DiVA, id: diva2:1270146
Note

["Det är så lätt att känna sig otillräcklig": musiklärares förhandlingar kring musikundervisning och sociala mål]

Originally included in thesis in manuscript form

Available from: 2018-12-12 Created: 2018-12-12 Last updated: 2019-03-29Bibliographically approved
In thesis
1. ”Liksom ett annat uppdrag”: iscensättning av social rättvisa i musikundervisningens retorik och praktik
Open this publication in new window or tab >>”Liksom ett annat uppdrag”: iscensättning av social rättvisa i musikundervisningens retorik och praktik
2018 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
“Sort of another task” : rhetorical and practical performances of social justice in music education
Abstract [en]

The aim of this thesis is to identify, describe, and problematize constructions of social justice in Swedish music education. The thesis has an ethnographic design, and presents four empirical studies. The studies, in the shape of four scientific articles, emblematise musical practices in community schools of music and art, as well as in elementary schools. The conceptual framework of the concept of social justice precipitates a focus on the prime object of study, El Sistema. Music education as organised by El Sistema explicitly communicates social aims, and the programme operates in both Swedish community schools of music and art, and in elementary schools. All together, the empirical data consist of marketing material (films and written documents), observational field-notes and sound recordings from one semester’s fieldwork in a children’s music educational group (ages 7-9), as well as sound-recorded focus group interviews with music teachers from both community schools of music and art and elementary schools. Article I shows how different conceptions of music, children, emotions, and social transformation are constructed to legitimate El Sistema in the Swedish community schools of music and art. Here, the objects of study are films and written texts published on El Sistema’s Swedish website. Article II elaborates how musical agency is performed by participating children in relation to conceptions of music education and social justice constructed in the educational practice. Articles III and IV elaborate teachers’ negotiations and constructions of teacher roles and the educational task in relation to conceptions of social justice. Within a comprehensive social constructionist perspective, participants’ opportunities for action and negotiation, in practice, are perceived as determined by societal, institutional and local preconditions, and by overarching and established conceptions that are typical for certain eras. With this theoretical point of departure, both local and societal conceptions of the musical subject, its objectives, means, and aims, as well as conceptions about accessibility, equality, democracy and social justice, are constantly negotiated. Thus, apparently natural and established ideas can be problematized. Based on all studies’ results, relations between established conceptions, structural preconditions, and social relations are scrutinised from the way they influence performances of the music educational practice. The final discussion encompasses consequences for teachers’ ability to reflect, as well as children’s and young peoples’ meaning making through musical actions. The thesis’ critical perspective aims at evoking new questions, and generating new knowledge concerning the preconditions and the content of institutionally financed music education.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2018. p. 115
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 82
Series
Umeå Studies in the Educational Sciences ; 29
Keywords
music education, school, social justice, music sociology, social constructionism, musical agency, affective discursive practice, educational work
National Category
Pedagogical Work Music
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-154143 (URN)978-91-7601-976-4 (ISBN)
Public defence
2019-01-18, Hörsal E, Humanisthuset, Umeå, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2018-12-14 Created: 2018-12-12 Last updated: 2018-12-12Bibliographically approved

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Kuuse, Anna-Karin

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