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Jeppsson, C. (2022). Att bryta reproduktion i kulturskolan. In: Karl Asp och Susanna Leijonhufvud (Ed.), Rimdrottningar, folkmusiker och rockband: Om deltagandets och lärandets villkor i musiklivet (pp. 153-174). Gidlunds förlag
Åpne denne publikasjonen i ny fane eller vindu >>Att bryta reproduktion i kulturskolan
2022 (svensk)Inngår i: Rimdrottningar, folkmusiker och rockband: Om deltagandets och lärandets villkor i musiklivet / [ed] Karl Asp och Susanna Leijonhufvud, Gidlunds förlag, 2022, s. 153-174Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Gidlunds förlag, 2022
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-116594 (URN)9789178444854 (ISBN)
Tilgjengelig fra: 2022-09-30 Laget: 2022-09-30 Sist oppdatert: 2023-03-22bibliografisk kontrollert
Backer Johnsen, H., Di Lorenzo Tillborg, A. & Jeppsson, C. (2020). Living with differences – Learning tolerence?: Reflections on the European Music School Symposium 2109. Finnish Journal of Music Education, 23(1-2), 156-159
Åpne denne publikasjonen i ny fane eller vindu >>Living with differences – Learning tolerence?: Reflections on the European Music School Symposium 2109
2020 (engelsk)Inngår i: Finnish Journal of Music Education, ISSN 1239-3908, Vol. 23, nr 1-2, s. 156-159Artikkel i tidsskrift (Annet vitenskapelig) Published
sted, utgiver, år, opplag, sider
Helsinki: Sibelius Academy, 2020
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-103068 (URN)
Tilgjengelig fra: 2021-05-05 Laget: 2021-05-05 Sist oppdatert: 2023-03-17bibliografisk kontrollert
Jeppsson, C. (2020). Music teachers’ perspectives on their chances to disrupt cultural and social reproduction in the Swedish Community Schools of Music and Arts. Nordic Research in Music Education, 1(1), 58-80
Åpne denne publikasjonen i ny fane eller vindu >>Music teachers’ perspectives on their chances to disrupt cultural and social reproduction in the Swedish Community Schools of Music and Arts
2020 (engelsk)Inngår i: Nordic Research in Music Education, E-ISSN 2703-8041, Vol. 1, nr 1, s. 58-80Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study sheds light on music teachers’ perspectives on their chances to disrupt cultural and social reproduction in music education in the Swedish Community Schools of Music and Arts (kulturskolor, sing. kulturskola). Focus group conversations were carried out involving 18 teachers at five such schools. As a point of departure, the analysis of the conversations applied the theoretical perspective of Bourdieu with an emphasis on the concepts explicit versus implicit pedagogy and Bernstein’s corresponding concepts visible and invisible pedagogy. The analysis discusses explicit versus implicit assumptions interwoven in the teachers’ accounts of their efforts. The teachers describe it as difficult to challenge social structures. Based on marketing efforts vis-á-vis families from immigrant backgrounds, the teachers point to differing understandings of the significance of participation in the programmes. The teachers’ descriptions point to opportunities that stem from efforts to facilitate children taking part in music education in cooperation with compulsory schools, teaching practice habits and more general behaviours, and initiatives to reach parents and children from immigrant backgrounds with information. The descriptions show explicit as well as implicit components, often in terms of implicit assumptions embedded in an explicit framing. Reflection upon implicit assumptions is suggested as a means to develop more radical strategies to disrupt cultural and social reproduction in the Swedish kulturskolor.

sted, utgiver, år, opplag, sider
Oslo: Cappelen Damm Akademisk, 2020
Emneord
Community Schools of Music and Arts, kulturskolor, cultural reproduction, implicit pedagogy, explicit pedagogy, focus groups, children
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
urn:nbn:se:lnu:diva-102324 (URN)10.23865/nrme.v1.2638 (DOI)2020 (Lokal ID)2020 (Arkivnummer)2020 (OAI)
Prosjekter
Ingår i sammanläggningsavhandlingen "Rörlig och stabil, bred och spetsig" Kulturell reproduktion och breddat deltagande i den svenska kulturskolan
Tilgjengelig fra: 2021-04-19 Laget: 2021-04-19 Sist oppdatert: 2022-12-08bibliografisk kontrollert
Jeppsson, C. (2020). ”Rörlig och stabil, bred och spetsig”.: Kulturell reproduktion och strategier för breddar deltagande i den svenska kulturskolan.. (Doctoral dissertation). Göteborg: Göteborgs universitet
Åpne denne publikasjonen i ny fane eller vindu >>”Rörlig och stabil, bred och spetsig”.: Kulturell reproduktion och strategier för breddar deltagande i den svenska kulturskolan.
2020 (svensk)Doktoravhandling, med artikler (Annet vitenskapelig)
Alternativ tittel[en]
"Dynamic and stable, broad and deep". : Cultural reproduction and strategies for widening participation in the Swedish kulturskolor
Abstract [en]

One point of departure of this study is the intensified national interest at the policy level in Swedish kulturskolor (Community Schools of Music and Arts) as an inclusive and accessible institution. Yet, the field can be described as torn between tradition and change. The field’s tra- ditional features can be understood as associated with the music field’s institutional discourses.

The aim of the study is to deepen our understanding of Swedish kulturskolor as a field in relation to the political mission to strive for widening participation. The theoretical perspective of Bourdieu is applied at an overarching level, supplemented with discourse theo- retical perspectives. Discourses are understood as resources in actors’ positioning in the field.

This mixed-methods study is based on a survey of 2413 sixth-graders, focus group conversations with 18 teachers, and interviews with five principals of seven kulturskolor. The results of article I identify the typical student as a Swedish-born girl with well-educated parents, in line with Bourdieu’s theory of cultural reproduction. It is suggested that a “kultur­ skola-appropriate habitus” contributes to children’s satisfaction in their studies.

In article II–IV, teachers’ and principals’ strategies for widening participation incor- porated various measures from inclusion in existing tradition to inclusion through a wide range of flexible and short-term courses. The strategies and positions are interpreted as orthodox versus heterodox strategies to legitimize the programmes.

The theoretically informed conclusions describe the field as heteronomous and affected by media, politics, and economics – a phenomenon interpreted as comprising cross-field effects. Despite the field’s diminishing autonomy, teachers and principals are seen as power- ful actors who are encouraged to take action in shaping conditions for participation in the kulturskolor of the future.

sted, utgiver, år, opplag, sider
Göteborg: Göteborgs universitet, 2020. s. 132
Serie
Art Monitor ; 78
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-103055 (URN)9789178338320 (ISBN)9789178338337 (ISBN)
Veileder
Merknad

Dissertation from University of Gothenburg

Tilgjengelig fra: 2021-05-06 Laget: 2021-05-05 Sist oppdatert: 2021-05-06bibliografisk kontrollert
Jeppsson, C. (2019). ”Dynamic and stable, broad and deep” Cultural reproduction and strategies for widening participation in the Swedish kulturskola. In: Presented at Nordic Music and Culture School Union (NMKU): . Paper presented at Nordic Music and Culture School Union (NMKU). Reykjakvík
Åpne denne publikasjonen i ny fane eller vindu >>”Dynamic and stable, broad and deep” Cultural reproduction and strategies for widening participation in the Swedish kulturskola
2019 (engelsk)Inngår i: Presented at Nordic Music and Culture School Union (NMKU), Reykjakvík, 2019Konferansepaper, Oral presentation only (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Reykjakvík: , 2019
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-103062 (URN)
Konferanse
Nordic Music and Culture School Union (NMKU)
Tilgjengelig fra: 2021-05-05 Laget: 2021-05-05 Sist oppdatert: 2021-05-06bibliografisk kontrollert
Jeppsson, C. (2019). Kulturskolechefers positioneringar i relation till politiska mål om breddat deltagande i kulturskolan: en policy enactment-studie. In: : . Paper presented at Cutting Edge Kulturskole 2019, Tromsø, Norge.
Åpne denne publikasjonen i ny fane eller vindu >>Kulturskolechefers positioneringar i relation till politiska mål om breddat deltagande i kulturskolan: en policy enactment-studie
2019 (svensk)Konferansepaper, Oral presentation only (Annet vitenskapelig)
Abstract [en]

This article sheds light on policy enactment in response to political goals of widening participation in Swedish Community Schools of Music and Arts (kul- turskola). The data for this article is based on interviews with five principals from five such schools. The principals’ accounts were interpreted in a discourse psycho- logical framework and six different ways to position themselves as leaders were found: The Trend-spotter, The Progressive Enforcer, Friend of Long-term Learning, The Implementer, The Critic and The Chameleon. The position The Trend-spotter and The Progressive Enforcer are associated with a common tendency to pronounce the schools’ mission to reach new target groups and a focus on new marketing- and teaching methods. The Friend of Long-term Learning and The Critic guard long-term and in-depth learning and sufficient resources to achieve it. The principals’ policy enactment can be described as a balancing act defined by loyalty to local political goals versus loyalty to learning goals. The principals’ positioning in relation to the teachers express loyalty as well as a marked tendency to urge the teachers to renew the teaching methods. Whether the principals position themselves as Implementer or Critic is interpreted as depending on allocated resources. The Chameleon strives to integrate different positions. These positions are discussed relative to widening participation and institutional discourses such as breadth versus depth discourse and management discourse versus a discourse for learning.

HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-103064 (URN)
Konferanse
Cutting Edge Kulturskole 2019, Tromsø, Norge
Tilgjengelig fra: 2021-05-05 Laget: 2021-05-05 Sist oppdatert: 2021-05-06bibliografisk kontrollert
Rønningen, A., Jeppsson, C., Di Lorenzo Tillborg, A., Backer Johnsen, H. & Holst, F. (2019). Kulturskolerelatertforskning i norden- en oversikt. Trondheim: Norsk kulturskoleråd
Åpne denne publikasjonen i ny fane eller vindu >>Kulturskolerelatertforskning i norden- en oversikt
Vise andre…
2019 (svensk)Rapport (Annet vitenskapelig)
Abstract [sv]

Kulturskolefeltet har i lang tid ønsket en oversikt over forskning på kulturskole. Norsk kultur- skoleråd ønsket å legge til rette for en kunnskapsoversikt (review) over kulturskolerelatert forsk- ning i Norge, det vil si en systematisert fortegnelse over all forskningslitteratur der kulturskole er forskningsobjekt samt fagrelevant forskning der kulturskole er eksplisitt omtalt. Formålet skulle være å få en oversikt over kulturskolen som forskningsfelt og gjøre eksisterende forskning kjent og lettere tilgjengelig for både forskere og praksisfeltet.

Prosjektet ble igangsatt av Norsk kulturskoleråd sent i 2017, og endret seg noe gjennom året 2018 da det ble klart at det ville være mer hensiktsmessig å se på kulturskoleforskning i et nordisk perspektiv. Samme år lyktes å samle en arbeidsgruppe med representanter også fra Sverige, Finland og Danmark. Det nyopprettede svenske Kulturskolecentrum (sorterer under Kulturrådeti Sverige), hadde sammenfallende interesser om en slik kunnskapsoversikt, og har bidratt økonomisk til prosjektet.

Prosjektgruppen har definert oppgaven som ligger bak denne rapporten til å være følgende: Å fremskaffe, kartlegge, systematisere, og tilgjengeliggjøre forskningslitteratur fra hele Norden der kulturskole er forskningsobjekt eller der kulturskole er eksplisitt adressert.

Vi har tatt med fagfellevurderte artikler og alle vitenskapelige publikasjoner, doktorgradsavhandlinger, forskningsrapporter samt masteroppgaver og fagartikler. Vi har vært mest opptatt av nyere forskning, men har i prinsippet ikke satt noen grense bakover i tid for hva som er relevant.

Rapporten forholder seg til Sverige, Norge, Danmak og Finland, og er skrevet på norsk, svensk og dansk. Referanser på finsk har oversettelse av tittelen til engelsk eller svensk i hard parentes i litteraturlisten.

sted, utgiver, år, opplag, sider
Trondheim: Norsk kulturskoleråd, 2019. s. 86
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-103060 (URN)
Tilgjengelig fra: 2021-05-05 Laget: 2021-05-05 Sist oppdatert: 2021-05-10bibliografisk kontrollert
Jeppsson, C. & Di Lorenzo Tillborg, A. (2019). Rapportering ur ett forskarperspektiv från den nordiska konferensen Music and Art Schools in the Nordic Countries role in educational & cultural policy of the future i Reykjavik 24-25 okt 2019.
Åpne denne publikasjonen i ny fane eller vindu >>Rapportering ur ett forskarperspektiv från den nordiska konferensen Music and Art Schools in the Nordic Countries role in educational & cultural policy of the future i Reykjavik 24-25 okt 2019
2019 (svensk)Annet (Annet (populærvitenskap, debatt, mm))
Publisher
s. 5
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-103069 (URN)
Tilgjengelig fra: 2021-05-05 Laget: 2021-05-05 Sist oppdatert: 2021-05-11bibliografisk kontrollert
Jeppsson, C. (2019). Round Table: ”Research on art and music schools in Nordic countries. Who is doing research, about what, about whom, and who really cares?”. In: 2:nd European Music School Symposium: . Paper presented at 2:nd European Music School Symposium. en
Åpne denne publikasjonen i ny fane eller vindu >>Round Table: ”Research on art and music schools in Nordic countries. Who is doing research, about what, about whom, and who really cares?”
2019 (engelsk)Inngår i: 2:nd European Music School Symposium, en, 2019Konferansepaper, Oral presentation only (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
en: , 2019
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-103063 (URN)
Konferanse
2:nd European Music School Symposium
Tilgjengelig fra: 2021-05-05 Laget: 2021-05-05 Sist oppdatert: 2021-05-06bibliografisk kontrollert
Jeppsson, C. & Lindgren, M. (2018). Exploring equal opportunities: Children’s experiences of the Swedish Community School of Music and Arts. Research Studies in Music Education, 40(2), 191-210
Åpne denne publikasjonen i ny fane eller vindu >>Exploring equal opportunities: Children’s experiences of the Swedish Community School of Music and Arts
2018 (engelsk)Inngår i: Research Studies in Music Education, ISSN 1321-103X, E-ISSN 1834-5530, Vol. 40, nr 2, s. 191-210Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article explores the social stratification of the Swedish Community School of Music and Arts, which offers voluntary extra-curricular arts education to children in Sweden, and children’s experiences of attending the school. A survey was executed where sixth-graders in Sweden were asked about their experiences of the school and about background factors such as their gender, country of birth, parents’ level of education and family involvement in the music and arts. The results show that the typical Swedish Community School of Music and Arts student is a Swedish-born girl with well-educated parents. Children of parents who play an instrument or sing are more likely to find their way to the school, and the level of support that parents provide contributes to the children’s persistence in their studies. In sum, the results largely conform to cultural reproduction theory.

sted, utgiver, år, opplag, sider
Sage Publications, 2018
Emneord
background factors, children, Community School of Music and Arts, cultural reproduction, social stratification, survey
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-103058 (URN)10.1177/1321103X18773153 (DOI)000453274700005 ()2-s2.0-85058373807 (Scopus ID)
Tilgjengelig fra: 2021-05-05 Laget: 2021-05-05 Sist oppdatert: 2021-05-18bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0001-5730-5575