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Music teachers’ perspectives on their chances to disrupt cultural and social reproduction in the Swedish Community Schools of Music and Arts
Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.ORCID iD: 0000-0001-5730-5575
2020 (English)In: Nordic Research in Music Education, E-ISSN 2703-8041, Vol. 1, no 1, p. 58-80Article in journal (Refereed) Published
Sustainable development
SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
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.

Place, publisher, year, edition, pages
Oslo: Cappelen Damm Akademisk, 2020. Vol. 1, no 1, p. 58-80
Keywords [en]
Community Schools of Music and Arts, kulturskolor, cultural reproduction, implicit pedagogy, explicit pedagogy, focus groups, children
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
URN: urn:nbn:se:lnu:diva-102324DOI: 10.23865/nrme.v1.2638Local ID: 2020OAI: oai:DiVA.org:lnu-102324DiVA, id: diva2:1545293
Projects
Ingår i sammanläggningsavhandlingen "Rörlig och stabil, bred och spetsig" Kulturell reproduktion och breddat deltagande i den svenska kulturskolanAvailable from: 2021-04-19 Created: 2021-04-19 Last updated: 2022-12-08Bibliographically approved
In thesis
1. ”Rörlig och stabil, bred och spetsig”.: Kulturell reproduktion och strategier för breddar deltagande i den svenska kulturskolan.
Open this publication in new window or tab >>”Rörlig och stabil, bred och spetsig”.: Kulturell reproduktion och strategier för breddar deltagande i den svenska kulturskolan.
2020 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[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.

Place, publisher, year, edition, pages
Göteborg: Göteborgs universitet, 2020. p. 132
Series
Art Monitor ; 78
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-103055 (URN)9789178338320 (ISBN)9789178338337 (ISBN)
Supervisors
Note

Dissertation from University of Gothenburg

Available from: 2021-05-06 Created: 2021-05-05 Last updated: 2021-05-06Bibliographically approved

Open Access in DiVA

Music teachers’ perspectives on their chances to disrupt cultural and social reproduction in the Swedish CommunityCecilia Jeppsson Schools of Music and Arts(336 kB)198 downloads
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Jeppsson, Cecilia

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