| 1. |
- Ryner, Birgitta, 1939-
(författare)
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Vad ska vi sjunga? : En musikpedagogisk diskurs om tiden mellan två världskrig
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis contains an analysis and interpretation of the school music debate that was particularly lively during the 1930s. The debate started with an article in Stockholms-Tidningen – Stockholms Dagblad entitled Why not sing popular songs in music classes? The author was Knut Brodin, a music teacher at Olofskolan, a school run in accordance with the principals of educational progressivism, inspired by John Dewey. The debate developed into a confrontation between tradition and renewal. The foundations of music teaching, indeed of school education as a whole, both form and content, were at stake. The debate also raised questions about values in view of the increasing popularity of popular music and its potentially harmful effect on morals. The purpose of the thesis is to describe and interpret the Swedish discourse on music teaching during the 1930s. The main question is: What educational and other ideas were expressed in this discourse and what was their origin? The theoretical and methodical framework of the thesis is discourse analysis. The material studied consisted of texts in the form of statements about music and music teaching. The analysis reveals a struggle for power, i.e. the power to win the right to interpret and define the basic elements of the discourse. Music and music teaching emerge in a broader social context in connection with the analysis of the discourse. The terms music and music teaching turn out to be variable and ambiguous. The same applies to other terms such as children and education. The period studied here witnessed a marked professionalization of music teachers which sharpened the ideological struggle between different groups. The discourse was marked by the incompatibility between traditional and progressive tendencies.
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| 2. |
- Gleichmann, Lee, 1956-
(författare)
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Föräldraskap mellan styrning och samhällsomvandling : En studie av syn på föräldrar och relation mellan familj och samhälle under perioden 1957-1997
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study sought to illustrate how the way parents were viewed was expressed, and how it developed between 1957 and 1997, as seen from child-health-care recordcard material, a professional journal and public reports on instruction for parents. The study also describes and analyses the relationship between family and society during the same period. The starting point is the state´s intention to strengthen the social standing of children and support their parents in their task of upbringing. The material reveals a line of development in which during the first twenty years, parents were viewed with a certain distrust. The family was portrayed as a partly dangerous isolate while parents were described in long paragraphs as less than fully knowledgeable and aware, and in need of expert guidance. Hence attempts were made to usher the parents and their child onto the lighted stage of public concern. A generally directed parental training scheme run by the community was considered necessary and was, moreover, expected to be able to fashion the parents into more social-politically committed citizens. The goal was ultimately to promote democracy and equality. Hope lay in the inherent development potential parents are nevertheless considered to possess, and in the collective upbringing provided by public child care in pedagogically stimulating surroundings. From the end of the 1970s till the last year of the 1990s the perspective shifted toward greater reliance on parental competence. At the same time national control changed towards more decentralisation, which also affected the relation between family and society. Towards the end of the period under study parents were being viewed as adult and competent. Respect for parental autonomy and freedom of choice were now at the focal point of the state view. Parents had become customers in a market much reflecting the urge towards globalisation then making itself felt. The responsibility for support to parents shifted out to the local community which, through local mobilisation, was expected to be available with support and resources when parents themselves so wished. Instead of being governed by the state, parents, through selfgovernance, were to be responsible for choise of life-style, pre-school and school alike. Their task was, in harmony with the local community surrounding them and with the UN children´s convention, to act in their child´s best interests.
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