| 1. |
- Nilsson, Marie-Helene Zimmerman, et al.
(author)
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Discourses in Swedish preschool music teachers' conversations : proficiency, subordination and resistance
- 2024
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In: Music Education Research. - : Routledge. - 1461-3808 .- 1469-9893.
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Journal article (peer-reviewed)abstract
- In recent years, Swedish preschool has been subjected to significant changes. As there is a lack of studies examining how teachers in music rhetorically position themselves within this context, the aim is to study subject positions that are constructed in conversations between preschool music teachers (PMTs) and to discuss these positions in relation to the quality of preschool practice in music education. The theoretical and methodological framework is grounded in social constructionist theories and the empirical material consists of group conversations with PMTs. The results reveal three prominent discourses, the discourses of Proficiency, of Subordination and of Resistance. In conclusion, the PMTs show that they are opposed by other pedagogues in various ways. This makes the possibility of establishing a music-teaching practice on their level of expertise severely restricted, which in turn has an impact on the quality of the preschool practice in music education.
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| 2. |
- Zimmerman Nilsson, Marie-Helene, 1967-
(author)
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Fritidshemmet : en arena för estetisk verksamhet
- 2024. - 2.
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In: Fritidshemmets pedagogik i en ny tid. - Malmö : Gleerups Utbildning AB. - 9789151108797 ; , s. 225-236
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Book chapter (peer-reviewed)
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| 3. |
- Borgström Källén, Carina, 1961, et al.
(author)
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A new take on gender imbalances in music education - collaboratory visions for equal musical becomings
- 2023
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In: RIME2023: RESEARCH IN MUSIC EDUCATION (RIME) 2023.
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Conference paper (other academic/artistic)abstract
- ABSTRACT. Gender equal accessibility to a diverse musical learning in schools is a well-recognized problem in western music education. A body of research, from a range of theoretical and methodological perspectives, shows that stereotyped gender patterns still affect musical performances in the contemporary music classroom. So far, efforts to solve this problem in practice have been deficient. As there is a lack of studies with a post-human perspective within the area, the aim of this presentation is to focus on gender imbalance in music education from this approach. Based on an ongoing study, we explore practitioners’ visions of a future gender equal classroom from a post-human perspective. More specifically, the presentation focuses on a pilot study, where participants were asked to imagine a future music classroom, offering new possible becomings for gender equal music education. The music classroom was viewed as actor-networks, existing of human-, socio-cultural - and non-human actors. Visual ethnography and arts-based research constituted the methodological approach. The explorative design implied involving participants in reflection-based interviews and collaborative creative activities. Visions of gender equal future music classrooms were envisioned by music practitioners, via an online communication tool. The findings reveal that new possibilities for gender equal musical becomings depend on diverse socio-material, material- and human entanglements in the music classroom, implying that actors, such as rooms, spaces, instruments, furniture, humans and computers, impact on gender imbalance. In conclusion, gender equality in music education practices might be improved by a post-human approach.
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| 4. |
- Friberg, Fredrik Femtehjell, et al.
(author)
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When disaster strikes: staff recall and the use of staff recall systems during mass patient influx at Norwegian emergency primary health care centers - a cross-sectional study
- 2023
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In: BMC Emergency Medicine. - : BMC. - 1471-227X. ; 23:1
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Journal article (peer-reviewed)abstract
- BackgroundIn Norway, planning for disasters has been specifically emphasized since the incidents on July 22(nd,) 2011. Every municipality is now legislated to have a contingency plan that includes plans for staff recall during situations with mass influx of patients. Whether the primary health care services in Norway are prepared for mass influx of patients remains unclear.Aims of the studyThe aims of this study were (1) to assess the experiences of head doctors at emergency primary health care centers (EPHCC) in Norway with mass influx of patients, (2) to explore mass influx and staff recall procedures in use, (3) to assess head doctors experiences with staff recall systems, and (4) to assess their perspective on automatized staff recall systems. We also wanted to assess whether there were differences between small and large EPHCCs regarding whether they had plans in place.MethodsThe study had a cross-sectional, multicenter design, using a self-developed questionnaire. The questionnaire was developed utilizing recommendations from the Delphi technique, including an expert group and piloting. A purposive sampling strategy was used, including head doctors from Norwegian EPHCCs (n = 169). Data were analyzed using the Statistical Package for the Social Sciences, and included descriptive statistics, Chi-Square tests and Shapiro-Wilks. Free-text answers were analyzed by content analysis.ResultsA total of 64 head doctors responded to the questionnaire. The results show that 25% of the head doctors had experienced mass influx of patients at their EPHCC. In total 54.7% of Norwegian EPHCCs did not have disaster plans that consider mass influx situations. The majority of EPHCCs plan to recall staff one by one (60.3%) or through Short-Message-Systems (34.4%). Most EPHCCs had available telephone "alarm" lists (81.4%), that are updated regularly (60.9%). However, only 17.2% had plans that consider loss of mobile phone connection or internet. In total, 67,2% of the head doctors reported to have little experience with automatized staff recall systems, and 59,7% reported to have little knowledge about such systems. There were no significant difference between small and large EPHCCs in having plans or not.ConclusionEven though our results show that few EPHCCs experience mass influx of patients, it is important to be prepared when such incidents do occur. Our results indicate that it is still potential for improvement regarding plans for staff recall and implementation of staff recall systems at Norwegian EPHCCs. Involving national disaster medicine experts in the process of generating tools or checklists could aid when constructing disaster plans. Education and implementation of training for mass influx situations at all levels should always be highlighted.
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| 5. |
- Gustafsson Nyckel, Jan, 1960-, et al.
(author)
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Travelling and Recontextualization of Discourses on Quality in Early Childhood Education and Care : A Meta-Ethnographic Investigation
- 2023
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In: Oxford Ethnography and Education Conference 2023. ; , s. 1-1
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Conference paper (other academic/artistic)abstract
- This article is a response to the need for comparative and critical studies of preschool as a local practice and examines the recontextualization of quality in Early childhood education and care. The aim of this meta-ethnographic study is to investigate how neoliberal policy discourses on quality are recontextualized and embedded in local early childhood and care institutional practices. A central concept in the analysis is recontextualization, and our pre-understanding of how neoliberal policy discourses are travelling and transformed from official to local policy that is embedded in the preschools’ work with quality as an institutional practice.The findings show how neoliberal policy discourses on quality is recontextualized, transformed and embedded in local institutional practices with different results and responses. The analysis uncovers three strategic, institutional responses as Enacting through acquiescence response, Defiance response as resistance and obfuscation of class, gender, and post-colonial perspective.
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| 6. |
- Zimmerman Nilsson, Marie-Helene, 1967-, et al.
(author)
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Diskursiva konstruktioner i förskollärarutbildningars kurslitteratur om musik
- 2023
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In: Musiikkikasvatus. - Helsinki : Sibelius-Akatemia. - 1239-3908. ; 26:1, s. 19-35
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Journal article (other academic/artistic)abstract
- Discursive constructions in pre-school teacher education course literature on musicChanges in the education system might impact on how aesthetic activities are staged in preschool teacher education, where music constitutes one aspect. The academic discourse in preschool teacher education focuses on theory, reflection and text production. Consequently, the choice of course literature is becoming increasingly important. The focus of the present study was formed based on a lack of studies on course literature in music within a Swedish preschool teacher education context. More specifically, the aim is to study discursive constructions of music in prefaces to course literature in preschool teacher education. The study is based on a social constructionist perspective with a discourse analytical approach. The findings reveal four discourses: music in everyday life; preschool teachers as insufficiently knowledgeable and responsible; children as unproblematically generalized; and children as subjects with agency.
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| 7. |
- Zimmerman Nilsson, Marie-Helene, 1967-, et al.
(author)
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Health and Well-being Among Immigrated Women in Higher Education : An Integrative Literature Review
- 2023
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Conference paper (peer-reviewed)abstract
- Background: Society in general and higher education in particular need to find constructive strategies for the partly changed situation that the multicultural society entails. A successful integration promotes health and a new identity in the new society. Immigrant women´s experiences show aspects that influence their well-being and inclusion in society. Immigrant women encounter many barriers and are a group at high risk of marginalization in higher education. Hence, increased insight into immigration research is significant for the organization of higher education, especially focusing on women´s health and well-being within this area.Purpose of the study: The purpose is to provide an overview of experienced health and well-being among immigrant women in the context of higher education and the possible facilitators and barriers they encounter.Methods: This study was designed as an integrative literature review. Databases were searched for international scientific articles. The final material comprised 14 empirical articles published in peer-reviewed journals. Also, a manual search was conducted, involving checking reference lists of the collected articles.Findings: The findings showed that immigrant women in higher education are perseverant. According to women’s experiences, higher education studies challenged traditional gender roles and created tensions. The women described stress and anxiety during their studies.Conclusion: Several problematic aspects related to health and well-being were evident for immigrant women in higher education, while possible facilitators appeared to be less prominent and need further exploration.
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| 8. |
- Borgström Källén, Carina, 1961, et al.
(author)
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A posthuman future music classroom for increased equality - a pilot study : A posthuman future music classroom for increased equality - a pilot study
- 2022
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In: Nordic Network for Research in Music Education Conference 2022.
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Conference paper (other academic/artistic)abstract
- A posthuman future music classroom for increased equality - a pilot study Marie-Helene Zimmerman Nilsson, University West; Carina Borgström Källén, School of Music and Drama, Gothenburg University; Cecilia Ferm Almqvist, Södertörn University Keywords: post humanism, music education, equality, classroom, future The school as an institution is inert and changes slowly. In contrast, the contemporary postmodern society in the West is characterized by mobility, change and unpredictability. Students of tomorrow, digital natives raised in a Western postmodern society, represent different genders and different social, cultural and knowledge-based backgrounds and demand a teaching flexibility in school music. Nevertheless, research shows that contemporary Swedish school music insufficiently challenges current unequal traditions (Onsrud et al. 2021), especially regarding stereotyped performance of gender in relation to accessibility for all pupils to all kinds of musical learning. Hence, this ongoing project focuses on how Swedish school music can be changed. The aim is to increase knowledge about how gender equal options for musical becoming can be realized in the future music classroom. The research questions are: What kind of significant actors and entanglements become visible in digitally created visions of a future gender equal music classroom? What kinds of musical becomings are encouraged by the music actors within the actor-networks of the visioned future gender equal musical classroom? What agencies are given to future music classroom human and non-human actors? The theoretical framework emanates from a socio-materialistic, post-human perspective (Ferrando, 2013). Of interest are both visions, experiences and values. Hence, visual ethnography (Pink 2021) and arts-based research (Barone & Eisner, 2012) constitute the methodological approach. This conference presentation will report on a pilot study where participants have produced joint visions for the future music classroom. The task for the participants in the pilot study was to discuss and create visions of the future gender equal musical classroom within the group. The participants’ communications were recorded, as well as the creative collaborative processes. The recordings were transcribed and subjected to ANT-analysis (Latour, 2005). Results concerning how the method worked as well as which actors that appeared as significant for the future music classroom will be presented in the conference presentation. References Barone, T., & Eisner, E. W. (2011). Arts based research. Sage. Ferrando, F. (2013). Posthumanism, Transhumanism, Antihumanism, Metahumanism, and New Materialisms Differences and Relations. Existenz, 8(2), 26-32. Latour, B. (2005). Reassembling the social: An introduction to actor–network-theory. Oxford: Oxford University Press. Onsrud V., S.,Lunde Vestad, I. & Blix, H.S. (Eds.) (2021). Gender Research in Scandinavian and Greek Music Education: From stereotypes to multiple possibilities?. Routledge, ISME-series. Pink, S. (2021). Doing Visual Ethnography. Sage.
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| 9. |
- Zimmerman Nilsson, Marie-Helene, 1967-, et al.
(author)
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Gender-equal options for musical becomings in the future music classroom : A pilot study exploring “thinking outside the box”
- 2022
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In: International Journal of Education & the Arts. - Boston : Penn State Libraries Open Publishing. - 1529-8094. ; 23, s. 1-20
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Journal article (peer-reviewed)abstract
- Gender inequality is a problem in western music education, but efforts to solve this problem in practice have thus far been insufficient. By adopting a post-human theoretical framework, this pilot study explores how music practitioners’ visions of a gender-equal classroom can be used to question, reverse, and reconstruct gendered traditions within music as an educational field. The aim is to increase knowledge about how gender-equal options for musical becomings could be realized in the future music classroom. As there is a lack of post-human studies in music education inspired by an explorative design, the current project offers a new methodological approach. The findings reveal entanglements of gender-equal identities through diverse socio-material and material representations. This gives recognition to the students in representing identity and gender, genre and style, enabling liquid selfimages and identities to be shaped and re-shaped seamlessly
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| 10. |
- Zimmerman Nilsson, Marie-Helene, et al.
(author)
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Interdisciplinary co-teaching in higher education : Comparing results from music-drama and music-physics partnerships in Sweden and Ireland
- 2022
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In: Nordic Research in Music Education. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2703-8041. ; 3, s. 75-91
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Journal article (peer-reviewed)abstract
- Few studies exist on the impact of interdisciplinary co-teaching in Higher Music Education. The aim of the present study is to compare and analyse the findings from two pioneer interdisciplinary co-teaching studies involving music/drama and music/physics co-teaching partnerships, conducted independently in Sweden and Ireland. Elements of Vygotskian scholarship informed the theoretical framework and a reflexive and thematic analytic methodology was employed. Four themes emerged similar to those from interdisciplinary scholarship in diverse disciplines. These include: a heightened awareness of subject synergies, problem solving as a catalyst for creativity, new/deeper insights into collaboration and expanded professional identity. In conclusion, didactical implications are addressed, related to potential challenges.
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