| 1. |
- Bergman, Åsa, 1972, et al.
(författare)
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El Sistema - möjligheter och hinder för social inkludering
- 2016
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Ingår i: Sigurdsson, O. & Sjölander, A. (red.) Kultur och hälsa i praktiken. - Göteborg : University of Gothenburg. - 9789188348722 ; , s. 231-246
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Bergman, Åsa, 1972, et al.
(författare)
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Navigating Between an Emic and Etic Approach in Ethnographic Research. Crucial Aspects and Strategies when Communicating Critical Results to Participants
- 2018
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Ingår i: Ethnography and Education. - 1745-7823 .- 1745-7831. ; 13:4, s. 477-489
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Tidskriftsartikel (refereegranskat)abstract
- There is a fundamental tension in ethnographic research between trying to understand participants from within their own perspective and viewing them with greater distance. With this in mind, the aim of this article is to describe how a reflexive communication model was developed during the study of El Sistema Gothenburg, and to discuss aspects and strategies that are crucial when navigating between an emic and an etic approach. It is argued that by reflexive communication, researchers can make their results useful for participants and that reflecting upon the relationship is even more important when communicating critique. With the help of this model, communication of critical results was facilitated by the establishment of an integrative approach that combined the insiders’ and outsiders’ perspectives and was based on the formation of a strong relationship between the researchers and the participants, as well as by the participants’ own cultivation of theoretical understanding.
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| 3. |
- Bergman, Åsa, 1972, et al.
(författare)
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Struggling for integration : universalist and separatist discourses within El Sistema Sweden
- 2016
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Ingår i: Music Education Research. - : Informa UK Limited. - 1461-3808 .- 1469-9893. ; 18:4, s. 364-375
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the El Sistema programme, which started up in Sweden in 2010 with the objective to deal with segregation problems typical for Swedish urban areas. The purpose of the article is to examine how promoting integration through music and music education is constructed within El Sistema as a way to help children growing up in multi-ethnic suburbs participate in Swedish society. The empirical material used derives from two different ethnographic research studies conducted in Gothenburg and Malmö. The results show that integration is constructed through two antagonistic discourses competing for hegemony. In the first, the idea of integration is based on a rhetoric of similarities between people playing music together, a rhetoric drawing on the modernist idea of humans as universal and alike. In the second, integration is articulated through a rhetoric of differences related to cultural affiliation.
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| 4. |
- Borgström Källén, Carina, 1961, et al.
(författare)
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Doing gender beside or in music: Significance of context and discourse in close relationship in the Swedish music classroom
- 2018
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Ingår i: British Journal of Music Education. - : Cambridge University Press (CUP). - 0265-0517 .- 1469-2104. ; 35:3, s. 223-235
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Tidskriftsartikel (refereegranskat)abstract
- This article explores the significance of context and discourse from a gender perspective within three different studies of the Swedish music classroom, conducted in lower secondary school, upper secondary school and higher music education respectively. The theoretical point of departure is that gender performances as well as the music classroom are discursively constructed within a specific context. The result suggests that if discourse and context are directed towards music as identity and skill, gender is performed in music, but if the music classroom is constructed as educational, gender is performed beside music. A conclusion is therefore that the impact of gender in the music classroom has to be understood as a matter of school discourse and school context in close relationship. It is argued that studying the interplay between context and discourse can be a way ahead for understanding the complexity in the relationship between music education and gender.
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| 5. |
- Borgström Källén, Carina, 1961, et al.
(författare)
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Focusing the interplay between context and discourse in exploring music education and gender.
- 2016
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Ingår i: The 20th conference of Nordic Network for Research in Music Education. NNMPF. Hamar, Norwey, 8-10 March, 2016..
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Konferensbidrag (refereegranskat)abstract
- In this paper we argue for a need to bring both school context and discourse to the table when exploring music education from a gender perspective. A closer look at the on going interplay between context and discourse can be a way ahead for our understanding of the complexity in the relationships between music education and gender. Music education in conjunction with gender has an existing and on going body of research (Green, 2012), albeit a significant part are focusing questions of gendered representation (Harrison A.C. & O'Neill, 2000; Lamb, Dolloff & Howe, 2002; Harrison S.D., 2007; Abeles, 2009). However gender related research in music education that deepens our understanding of gender norms in conjunction with the specific music classroom appears to be areas that are less explored (Green, 1997; Abramo, 2011; Armstrong, 2011; Wych, 2012). This is a shortcoming, as a greater understanding of the dynamic processes that govern students’ construction of gender in the music classroom can challenge and rethink how issues of gender are understood in music education, and thereby counteract gender marked restrictions when learning music. With this in mind, this paper aims at exploring the significance of school context and discourse in interplay from a gender perspective within three different studies of the Swedish music classroom. The three studies, chosen for this presentation, gather empirical data from music education within three of the Swedish school forms; the lower secondary, the upper secondary and the university. A subordinated purpose is to discuss three newly conducted Swedish research and developmental projects, since these studies are yet to be included in the body of international research focusing gender and music education. One central theoretical point of departure is that gender in relation to school music practices has to be understood discursively where for instance contextually dependent and contextually independent identities, respectively, appear to be exposed in one and the same context, i.e. in the same discursive practice (Foucault, 1969/2002). Social status, sex and age are examples of important discursive factors in the determination of who can have the mandate to take place and create space within a specific context. Another theoretical point of departure is to understand gender as socially constructed and as performative (Butler 1990/1999/2006; Connell, 2000, 2005, 2009). One core concept here is the heterosexual matrix (Butler, 1990/1999/2006), used to understand how gender is always related to a hetero normative framework that regulates which bodies, genders and desires are assigned to be culturally intelligible and naturalized. Our findings show that doing gender in music classrooms is a matter of what is at stake – music or education. When the context is related towards music, gender is performed in music. On the other hand, if the context regards the music classroom as educational, gender is performed besides music. One important conclusion from this analysis is that neither context nor discourse is static in the music classroom, but constantly constructed and reconstructed in social interaction. The construction of gender always takes place in a context as a part of a social process. Guiding how gender is produced in the music classroom, however, is the students’ adaption to discourse. We therefore argue that the music education has to be analysed as a collective social practice governed by context and discourse in constant interplay. A conclusion is that gendered differentiation has to be understood as a matter of discourse and context in close relationship.
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| 6. |
- Borgström Källén, Carina, 1961, et al.
(författare)
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Performing gender when music is, or is not, at stake – a meta-analysis on students’ adaption to discourse
- 2017
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Ingår i: Nordic Research in Music Education. Yearbook 2017, 97–116. - 1504-5021 .- 2535-4027. ; Vol. 18, s. 97-116
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Tidskriftsartikel (refereegranskat)abstract
- ABSTRACT In this article, a meta-analysis is conducted in order to explore how gender is constructed in relation to music classroom school discourses, in three qualitative studies. Conducting meta-analysis is a way of reflecting on data in new ways, and it is argued that it could be productive in creating new understandings of issues within the field of music education research. Theoretically, all three studies, as well as the reinterpretation, draw on social constructionism and the method is based on qualitative meta-analysis in the social sciences. The result of the analysis indicates that construction of gender is a matter of what is at stake in the music classroom – music or education.
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| 7. |
- Holmberg, Kristina, et al.
(författare)
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Snacking on Knowledge and Feel Good : Challenging discourses on arts in education
- 2016
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Ingår i: European Journal of Philosophy in Arts Education. - 2002-4665. ; 1:1, s. 38-67
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 8. |
- Jeppsson, Cecilia, 1967-, et al.
(författare)
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Exploring equal opportunities : Children’s experiences of the Swedish Community School of Music and Arts
- 2018
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Ingår i: Research Studies in Music Education. - : Sage Publications. - 1321-103X .- 1834-5530. ; 40:2, s. 191-210
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 9. |
- Kullenberg, Tina, 1968, et al.
(författare)
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"You MAY take the note home an´... well practice just that". Children's interaction in contextualizing music teaching.
- 2015
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Ingår i: Nordic Research in Music Education. Yearbook 16. - 1504-5021. ; 2015:16, s. 101-119
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Tidskriftsartikel (refereegranskat)abstract
- The article takes “music as symbol” as its analytical point of departure, described by Jorgensen (2003). In doing so, the authors stress the role of symbolic functioning in music, focusing at how children understand and make sense of music in talk and practice. The aim of this text is to theoretically explore the nature of dialogical music education. In order to do so we reuse empirical data from a previous study. These data contain four children’s instructional interaction in a teaching activity, that is, the task to teach each other singing songs. Further, we examine our data through the lenses of two theoretical concepts, based on communication theory: double dialogicality and communicative formality. Our interactional data point at the contextual nature of musical sense making. The children’s communication was not only merely interpersonal in nature. Rather, it also clearly referred to an embedded cultural context that existed beyond the local interactional context. This article illustrates how such kind of music-educational sense making is socially constructed in action.
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| 10. |
- Kuuse, Anna-Karin, 1962-, et al.
(författare)
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“The feelings have come home to me.” : Examining advertising films on the Swedish website of El Sistema
- 2016
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Ingår i: Action, Criticism and Theory for Music Education. - : MDG Publications. - 1545-4517. ; 15:1, s. 188-215
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to analyze how the music educational program of El Sistema Sweden is advertised and legitimized through moving images. The films are a major part of the information on the Swedish national website of El Sistema and are supposed to contribute to the picture that the organization and its founders wish to market. The use of moving images and sounds, actors, backgrounds and environments, artefacts, and music in two short films are analyzed with the help of discursive tools from discourse theories, multimodal analysis, and pictorial semiotics. From a social constructionist perspective, and within a frame of contemporary debates within music education and philosophy of music, the article argues for the need to consider both governing moral values and the objectification of music when making claims for social development and integration through music education.
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