Care as technology for exclusion

Lindgren, Monica; Sandberg-Jurström, Ragnhild; Zandén, Olle

doi:10.23865/nrme.v2.2916

Cited by 4 publications

(1 citation statement)

References 13 publications

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“…In this portfolio, as well as in music education research, Foucauldian discourse theory is a common approach in a Nordic context (Rolle et al, 2017). For example, in examination music teachers practices and negotiations of professional identity and expertise (Angelo et al, 2019(Angelo et al, , 2021Jordhus-Lier, 2018;Karlsen & Nielsen, 2021;Nerland, 2003;Schei, 2007), in examining collaborations between kulturskole and compulsory school (Ellefsen, 2017;Ellefsen & Karlsen, 2019;Emstad & Angelo, 2017;Westby, 2017;Øyen & Ulrichsen, 2021), and in examining the admission test in higher music education (Lindgren et al, 2021;Sandberg-Jurström et al, 2021). In addition, discourse analysis is widely used in studies of general cultural policy and governance (Bjørnsen, 2009(Bjørnsen, , 2012bPyykkönen, 2012;Pyykkönen & Stavrum, 2018;Røyseng, 2007;Tröndle & Rhomberg, 2011).…”

Section: Governmentality As a Lensmentioning

confidence: 99%

Struggles of Governance and Autonomy in the Field of KulturskoleStruggles of Governance and Autonomy in the Field of Kulturskole

Angelo¹,

Berge²,

Heian³

2023

JASEd

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The Norwegian extracurricular schools of music and performing arts, kulturskolen, largely govern themselves. In contrast to other types of law obliged schools, kulturskolen receives no clear signals from either state levels, or municipality/county municipality levels, but rather are left to informal steering mechanisms on individual or collective levels. This leads to a wide diversity of what disciplines that are offered, what collaborations that are conducted, what aims, intentions, profiles, and competences that are managed, and thus to very different conditions for what the pupils might learn and experience. This article is a theoretical discussion of this finding, investigating diverse forms of conduct that are identified on (i) state, (ii) community, and (iii) individual school level. The article particularly looks at the identified steering mechanisms, with Michel Foucault’s thoughts of governmentality and power/knowledge as its basis. This discussion on how the kulturskole regulates itself is a contribution to the body of research about kulturskole, cultural policy, and about extracurricular arts education in the kulturskole that aims to be “for all.”

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Section: Governmentality As a Lensmentioning

confidence: 99%

Struggles of Governance and Autonomy in the Field of KulturskoleStruggles of Governance and Autonomy in the Field of Kulturskole

Angelo¹,

Berge²,

Heian³

2023

JASEd

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Mapping the applicants’ learnability: a discourse analysis of assessors’ talk of admission tests for Swedish specialist music teacher education

Sandberg-Jurström

Lindgren

2022

Music Education Research

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Connecting the Social and the Musical: A Longitudinal Study of Swedish Preservice Music Teachers’ Social Positionings

Borgström Källén,

Lindgren

2024

Journal of Research in Music Education

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In this article, we explore identity construction in specialist music teacher education. In this longitudinal study, we followed 11 preservice music teachers through their education for five years, 2016 to 2021, in a music teacher training program directed toward upper secondary schools in Sweden. For decades, music education researchers have identified tension between the music teacher and musician identities. This tension is today challenged by critical thinking concerning the rapid societal and cultural changes of late modern society and by the need to take social responsibility for music education in a broader context. The data for this report comprise 11 journal entries (designated “personal reflections” and written by each participant in their first year) and five focus group interviews, produced in three steps over five years. Throughout the data production, “past,” “present,” and “future” served as keywords. Content analysis focused on identity constructions was conducted using the concepts of social positioning and music identity. The findings show how the students gradually shifted their social positioning from being cultural bearers in local society to being music specialists, aiming to teach skilled and motivated young people. However, this gradual change was not linear but was multilayered, complex, and contradictory.

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Care as technology for exclusion

Cited by 4 publications

References 13 publications

Struggles of Governance and Autonomy in the Field of KulturskoleStruggles of Governance and Autonomy in the Field of Kulturskole

Struggles of Governance and Autonomy in the Field of KulturskoleStruggles of Governance and Autonomy in the Field of Kulturskole

Mapping the applicants’ learnability: a discourse analysis of assessors’ talk of admission tests for Swedish specialist music teacher education

Connecting the Social and the Musical: A Longitudinal Study of Swedish Preservice Music Teachers’ Social Positionings

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