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  • 1.
    Holmberg, Kristina
    et al.
    Halmstad university.
    Zimmerman Nilsson, Marie Heléne
    Halmstad university.
    Ericsson, Claes
    University of Gothenburg.
    Lindgren, Monica
    University of Gothenburg.
    Arts education and discourse analysis in Sweden: perspectives and contexts of application2011Ingår i: Third New Zealand Discourse Conference, Engaging with Discourse, 5–7 December 2011, The Institute of Culture, Discourse & Communication (ICDC) , 2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    In the last decade different forms of discourse analysis have emerged in research on Arts education in Sweden. It includes macro- as well as micro oriented studies and embraces perspectives such as discursive psychology, critical discourse analysis, discourse theory and Foucault inspired analysis. The application is spread to a wide range of educational contexts from pre- and elementary school to higher education at universities as well as to schools of music and art. The purpose of this paper is two-folded: i) to give some examples on how discourse analysis have been used in Swedish research on Arts education and ii) discuss this in a meta-perspective focusing on similarities and differences according to empirical material and results. Data consists of four larger research projects completed during the last five years, all conducted by the authors. In a meta-perspective, all four studies enclosed, two kinds of approaches are shown: Word-level analysis, identified as rhetorical actions in group-conversations, and practice-oriented analysis, identified as rhetorical actions in classroom praxis. Both approaches aim to identify hegemony and antagonistic discourses, and also to problematize the subject agency and what possible subject positions they open up for. The relation discourse-subject also contributes to the analysis of the over-determined subject and ideological dilemmas. According to the results, the area of Arts education in Sweden seems to be a battlefield of different discoursers. For example, this is shown by different ideological dilemmas related to activities in the music classroom and in the questions of democracy and pupil influence that rises in the studies. Among teacher educators in arts education two prominent discourses are shown: The first is a relativization of the concept of quality, and the second is that lack of subject knowledge is articulated as a teacher quality. With Foucaultian discourse analysis, questions of power and control in arts education are handled. In line with this, democracy and knowledge formation are then put into focus, something that is also discussed in this presentation.

  • 2.
    Holmberg, Kristina
    et al.
    Halmstad university.
    Zimmerman Nilsson, Marie-Helene
    Halmstad university.
    Cyborger och rhizom i förskolans musikverksamhet. Posthumanistiska begrepp i rörelse2014Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 19, nr 2-3, s. 193-212Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Arbetet med en pågående studie kring förskolans musikverksamhet, där surfplattans närvaro i de pedagogiska aktiviteterna är vital, har väckt vår nyfikenhet kring teorier som förmår fånga in tekniken och det materiella i den vetenskapliga förståelseramen. I linje med detta vittnar teorier om det moderna och posthumanistiska samhället om en post-antropocentrism där tron på människans överordning har övergivits. Detta skapar sammantaget behov av nya tankesystem som kan ledsagas av ett immanent och icke-hierarkiskt perspektiv. Avsikten med föreliggande artikel är också att bli ett bidrag i detta avseende. Syftet är att pröva posthumanistisk teori på specifika pedagogiska situationer i förskolans musikverksamhet och att utveckla metodologiska verktyg som kan hantera ett utvidgat subjekt, där även det materiella kan tilldelas aktörsskap. På så sätt är förhoppningen att etablerade vetenskapliga undersökningsmetoder och tillvägagångssätt kan radikaliseras. Videoobserverade aktiviteter i förskolan bearbetas utifrån ett posthumanistiskt perspektiv där de centrala begreppen Rhizom, Intensitet, Liv, Hopp, Flyktlije sätts i rörelse i förhållande till empirin. Resultaten skrivs fram i form av tre specifika och empirigenererade ingångar i rhizomet: Ingång-Låten, Ingång-Mästaren och Ingång-Ipadmannen.

  • 3.
    Holmberg, Kristina
    et al.
    Halmstad university.
    Zimmerman Nilsson, Marie-Helene
    Halmstad university.
    Perversity of enjoyment? Preschool music activities go neoliberal2017Ingår i: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 23, nr 5, s. 583-595Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    There is a lack of empirical studies that examine the influence of neoliberal ideas in preschool music and teaching. Neoliberal ideas have primarily been studied in a broader educational perspective and related to preschool policy reforms. The aim of this paper is to study preschool teachers’ rhetoric concerning music contents and music activities related to neoliberal ideas. Data consist of group conversations with preschool teachers and of video observations of daily music activities, at one preschool in Sweden. Discursive psychology has been used as a micro-sociological methodological approach. The findings show that music in this preschool is characterized by popular music, and varied consequences for knowledge content and early childhood learning are highlighted and analyzed. Also, it is argued that neoliberal ideas, in varied ways, determine the establishment of music content. For many reasons, rhetoric concerning the choice of musical content is of great importance to the field of preschool education. For example, it is essential to music education research and to preschool teachers’ everyday work, as it can improve teaching and learning qualities and become a knowledge contribution in society at large. © 2016 informa UK Limited, trading as Taylor & Francis group

  • 4.
    Holmberg, Kristina
    et al.
    Halmstad university.
    Zimmerman Nilsson, Marie-Helene
    Halmstad university.
    Ericsson, Claes
    Halmstad university.
    Lindgren, Monica
    University of Gothenburg.
    Snacking on Knowledge and Feel Good: Challenging discourses on arts in education2016Ingår i: European Journal of Philosophy in Arts Education, E-ISSN 2002-4665, Vol. 1, nr 1, s. 38-67Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this article is to re-think the results of four larger studies conducted by the authors during the last decade, all with a discourse analytical approach. The studies are empirical and concern the Swedish field of arts in education and deal with a comprehensive material consisting of interviews, observations and field notes. In the results of these studies three prominent discourses emerges. A Curriculum discourse, where content knowledge is connected to traditions, norms and values of educational institutions, a Feel-good discourse that deals with content knowledge where social and personal aspects are essential, and a Snacking on knowledge discourse where content knowledge is portrayed as something students are able to pick and choose according to their own preference. Ideas of late modern society and arts in education are then used as a basis to carry out a critical discussion about the emerging discourses. Also different teacher and student positions are problematized.

  • 5.
    Holmberg, Kristina
    et al.
    Halmstad university.
    Zimmerman Nilsson, Marie-Heléne
    Halmstad university.
    Music in preschool: ”A real f***ing hit song”2013Ingår i: NZDC: New Zealand Discourse Conference: The Fourth Bienniel New Zealand Discourse Conference: Abstract Book: 2-4 December 2013, Auckland: Institute of Culture, Discourse & Communication, AUT University , 2013, s. 35-35Konferensbidrag (Refereegranskat)
    Abstract [en]

    During the last decades neoliberal ideas have increased its influence in society at large, as well as in education and preschool. Children’s freedom of doing and becoming what they want, and that everything is possible, become central issues in this perspective. However, this freedom could be a treacherous chimera as individual choice also is constrained by economic logics and the power of the market. The aim of this ongoing project is to study how children’s everyday music culture is related to activities in preschool and to discuss this in the light of neoliberal ideas and theories of modernity. Data consists of group conversations with preschool teachers and video observations of music activities during spring 2013. The theoretical framework is built on social constructionist and poststructuralist theory with discursive psychology and discourse theory as methodological approach.

    The result shows that the yearly TV-broadcasted song-contest in Sweden makes a great over all influence on children and adults. Our empirical result also indicates that preschool children are imitating the contest by staging their own song contest shows, while the preschool teachers are positioned as a passive audience by themselves and by the children. During group conversations the 1970th politicized education, with a clear upbringing goal according to preschool music, is discussed. Pedagogues explain that such governing would not be accepted in today’s preschool.

    The findings indicate that children’s initiatives are superior to teachers’ impact in preschool activities, but the content is simultaneously subordinated the laws of the market. At the same time the power of the market becomes legitimated by the idea of the independent child. This governing of preschool is considered to be in great need of further discussion and problematization. 

  • 6.
    Zimmerman Nilsson, Marie-Helene
    et al.
    Halmstad university.
    Holmberg, Kristina
    Halmstad university.
    Immanence, realism and construction: variations of posthumanistic subjects2015Ingår i: Abstract book, Gothenburg: University of Gothenburg , 2015, s. 163-163, artikel-id 3725Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Under senare tid har nordiska posthumanistiska perspektiv blivit alltmer inflytelserika i den pedagogiska forskningsdebatten. Behovet av teorier som även förmår hantera materialiteter som aktörer kan relateras till den ökande mängd tekniska ting som finns att tillgå i människors vardagsliv och därmed även i undervisningskontexter från förskola till högskola. Att människan använder olika materialiteter tas idag förgivet, men att dessa ting också gör något med människan har inte varit lika självklart. Utifrån ett posthumanistiskt perspektiv präglat av anti-antropocentrism där immanens och icke-hierarkiska förhållningssätt betonas skapas möjligheter att förstå materialiteter som handlande subjekt. Det har emellertid visat sig att det inom detta perspektiv finns olika sätt att förhålla sig till subjektet, vilket vi finner både intressant och angeläget att utforska vidare. Syftet med denna studie är att synliggöra och problematisera posthumanistiska subjekt som blir till i pedagogisk forskning i Norden. På så sätt är förhoppningen att tydliggöra subjektsarenor och precisera vilka subjekt som framträder, vilket i sin tur bidrar till att synliggöra olika subjektsformer. Metodologiska verktyg från posthumanistisk teori används för att hitta olika Ingångar i det Rhizom som forskningen utgör. Resultaten skrivs fram i form av tre specifika Ingångar i Rhizomet, Ingång förändrat subjekt, Ingång relationellt subjekt och Ingång utvidgat subjekt. Ingångarna visar olika posthumanistiska subjekt i rörelse, i en spännvidd mellan olikheter, där såväl subjekt med beröringspunkter till post-strukturalistiska perspektiv liksom mer radikala posthumanistiska framträder. Resultaten diskuteras utifrån den onto-epistemologi som bland annat bygger på Wolfes och Braidottis arbeten och som tillkännager det materiella och olika former av liv som en gemensam icke-hierarkisk posthumanistisk utgångspunkt.

  • 7.
    Zimmerman Nilsson, Marie-Helene
    et al.
    Halmstad university.
    Holmberg, Kristina
    Halmstad university.
    Students served at all costs and rescued from difficulties: consequences of neoliberal ideas in teacher education in Sweden2014Ingår i: ICERI2014: 7th International Conference of Education, Research and Innovation / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia: The International Academy of Technology, Education and Development, 2014, s. 867-873Konferensbidrag (Refereegranskat)
    Abstract [en]

    During the last decades, neoliberal ideas have increased their influence in society at large, as well as in higher education. As teacher educators, we experience a growing trend that emphasizes the teacher's ability to be “liked” and “popular” at different levels of the educational system. Also, teacher education at large seems to profile through management, where a good reputation becomes weapon in the race to gain market shares. As a consequence of this emphasis is placed on quantification of students´ apprehensions, as it becomes a tool for success in the popularity-rankings, which in turn create possibilities to attract more students. For students already in the system, we have identified that they are more concerned about them selves and their own education than they are taking collective responsibility for a mutual education.

    This is in great need of further studying, enabling a more complex discussion, giving emphasis to varying consequences of neoliberal ideas in teacher education. Such a discussion opens up for issues as student freedom related to knowledge, teaching and becoming a teacher in a market-driven logic as well as issues related to the educational system at large and to society.

    Based on these considerations, the aim of this ongoing project is to study dialogues between students and teachers related to activities in teacher education and to discuss this in the light of neoliberal ideas. Data consists of written correspondence between teacher students and teachers produced during two months in 2014. The theoretical framework is built on social constructionist and poststructuralist theory, with discursive psychology and discourse theory as methodological approach.

    Findings show several aspects in the dialogues between teachers and student teachers, presented as different interpretative repertoires. From a student perspective, the repertoire of demands implies claiming to be served at all costs, while the repertoire of resignation implies appealing to be rescued from difficulties. The students are positioning themselves as consuming children in need of support whereas the teachers are positioned as helping facilitators. From a teacher perspective, the repertoire of adherence is characterized by responsiveness, whereas the repertoire of resistance means questioning students´ matter. Here, the teachers position themselves as facilitators or as critics, where the latter is seen as an expression of a competing idea, challenging the repertoires from a student perspective. From an educational perspective, several problematic aspects on education quality as well as on the supply of teachers to society appears. Finally, implications for teacher education settings are discussed in addition to neoliberalism as an influential tendency. 

  • 8.
    Zimmerman Nilsson, Marie-Heléne
    et al.
    Halmstad University.
    Holmberg, Kristina
    Halmstad University.
    Quality and Knowledge Content in Music Activities in Preschool: The Impact of Human Materiality Combinations2017Ingår i: Journal of Research in Childhood Education, ISSN 0256-8543, E-ISSN 2150-2641, Vol. 31, nr 1, s. 103-112Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Traditionally, pedagogical research has been child centered, where materialities often have been considered as objects and tools. However, in recent posthuman research, attempts have been made to consider human materiality combinations to have impact on pedagogical activities in preschool, but to a large extent music as an issue has been neglected. Therefore, the aim of this research study is to discuss pedagogical quality and knowledge content in music activities in preschool by focusing on combinations of human and materiality subjects as “cyborgs.” Particularly, this is essential for preschool, teacher education, and research, contributing alternative understandings of learning settings. A theoretical framework emanates from posthumanist theories, where the authors apply methodological concepts used in their earlier work to study music activities. The empirical material was produced in Spring 2013. The analysis of video observations identifies two different characters of a cyborg, the guitar-human, and the CD human having quite different impacts on the music activities. Nevertheless, they have in common that they create intensities with the children, where entanglements between human and materiality become the activity. Finally, the cyborgs are discussed, where issues and dilemmas related to pedagogical quality, knowledge content, agency, and competence are addressed.

  • 9.
    Zimmerman Nilsson, Marie-Heléne
    et al.
    Halmstad university.
    Holmberg, Kristina
    Halmstad university.
    The Sounding iPad as a Resource for Teaching Children in Preschool2014Ingår i: Minding the Sound – Sounding the Mind: Soundscapes Past and Present, Imagined and Real: 27-28 November 2014, Halmstad: Halmstad University , 2014, s. 6-6Konferensbidrag (Refereegranskat)
    Abstract [en]

    In recent years, digital technologies have become more important in educational contexts in general and in preschool educational activities in particular. This paper is a part of a larger study focusing on every day activities in preschool where educators and children are using I-pads as musical and physical movement resources. More specifically, the aim in this paper is to study how musical activities with sounding I-pads in preschool are staged. The theoretical framework is built on discursive psychology, which emanates from social constructionist and poststructuralist ideas. Discursive psychology has been used in an extensive micro-analysis of video recorded I-pad related music activities in preschool. Data was collected during March/April 2013. Findings show that an increased space for children's participation and agency constructs an educator position that is challenged, transformed and opened up for negotiation. The educator position is questioned by the child's alternative music repertoire and prominent position related to the sounding I-Pad. At the expense of other sounding musical resources that enable the teacher to position him-/herself as a competent educator, the I-pad permeating the music activities implies a resource that both teachers and children have mutual access to. Hereby, the educator position becomes open to both teachers and children. Altogether, this legitimates a dismantled educator responsibility, Findings are considered problematic referred to quality and available knowledge formation in the music activities.

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