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- Kuuse, Anna-Karin, 1962-
(författare)
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”Liksom ett annat uppdrag” : iscensättning av social rättvisa i musikundervisningens retorik och praktik
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to identify, describe, and problematize constructions of social justice in Swedish music education. The thesis has an ethnographic design, and presents four empirical studies. The studies, in the shape of four scientific articles, emblematise musical practices in community schools of music and art, as well as in elementary schools. The conceptual framework of the concept of social justice precipitates a focus on the prime object of study, El Sistema. Music education as organised by El Sistema explicitly communicates social aims, and the programme operates in both Swedish community schools of music and art, and in elementary schools. All together, the empirical data consist of marketing material (films and written documents), observational field-notes and sound recordings from one semester’s fieldwork in a children’s music educational group (ages 7-9), as well as sound-recorded focus group interviews with music teachers from both community schools of music and art and elementary schools. Article I shows how different conceptions of music, children, emotions, and social transformation are constructed to legitimate El Sistema in the Swedish community schools of music and art. Here, the objects of study are films and written texts published on El Sistema’s Swedish website. Article II elaborates how musical agency is performed by participating children in relation to conceptions of music education and social justice constructed in the educational practice. Articles III and IV elaborate teachers’ negotiations and constructions of teacher roles and the educational task in relation to conceptions of social justice. Within a comprehensive social constructionist perspective, participants’ opportunities for action and negotiation, in practice, are perceived as determined by societal, institutional and local preconditions, and by overarching and established conceptions that are typical for certain eras. With this theoretical point of departure, both local and societal conceptions of the musical subject, its objectives, means, and aims, as well as conceptions about accessibility, equality, democracy and social justice, are constantly negotiated. Thus, apparently natural and established ideas can be problematized. Based on all studies’ results, relations between established conceptions, structural preconditions, and social relations are scrutinised from the way they influence performances of the music educational practice. The final discussion encompasses consequences for teachers’ ability to reflect, as well as children’s and young peoples’ meaning making through musical actions. The thesis’ critical perspective aims at evoking new questions, and generating new knowledge concerning the preconditions and the content of institutionally financed music education.
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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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| 5. |
- Elvrum, Ann-Kristin G, et al.
(författare)
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Bimanual Capacity of Children With Cerebral Palsy: Intra- and Interrater Reliability of a Revised Edition of the Bimanual Fine Motor Function Classification.
- 2017
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Ingår i: Physical & occupational therapy in pediatrics. - : Informa UK Limited. - 1541-3144 .- 0194-2638. ; 37:3, s. 239-251
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Tidskriftsartikel (refereegranskat)abstract
- To develop a revised edition of the Bimanual Fine Motor Function (BFMF 2), as a classification of fine motor capacity in children with cerebral palsy (CP), and establish intra- and interrater reliability of this edition.The content of the original BFMF was discussed by an expert panel, resulting in a revised edition comprising the original description of the classification levels, but in addition including figures with specific explanatory text. Four professionals classified fine motor function of 79 children (3-17years; 45 boys) who represented all subtypes of CP and Manual Ability Classification levels (I-V). Intra- and inter-rater reliability was assessed using overall intra-class correlation coefficient (ICC), and Cohen's quadratic weighted kappa.The overall ICC was 0.86. Cohen's weighted kappa indicated high intra-rater (кw: >0.90) and inter-rater (кw: >0.85) reliability.The revised BFMF 2 had high intra- and interrater reliability. The classification levels could be determined from short video recordings (<5 minutes), using the figures and precise descriptions of the fine motor function levels included in the BFMF 2. Thus, the BFMF 2 may be a feasible and useful classification of fine motor capacity both in research and in clinical practice.
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| 7. |
- Houmann, Anna, et al.
(författare)
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The reinvented music teacher - researcher in the making : Conducting educational development through intercultural collaboration
- 2019. - 1
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Ingår i: Visions for Intercultural Music Teacher Education. - 1573-4528. - 9783030210281 ; 26:1, s. 101-101
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Bokkapitel (refereegranskat)abstract
- Music educators working in cross-cultural contexts are faced with both challenges and possibilities, often finding themselves in need of multidimensional re-invention. This chapter focuses on teacher-researchers, contextualising them within the frame of institutional change and intercultural music teacher education. Taking an active role in educational development and regenerating usual patterns of action in music-education institutions sets various challenges as well as opportunities for the teacher-researchers involved. In this chapter we reflect on experiences through two intercultural collaborations: (1) Global Visions Through Mobilizing Networks: Co-Developing Intercultural Music Teacher Education in Finland, Israel and Nepal (a research sub-project in Nepal), and (2) A collaboration between Malmö Academy of Music and Vietnam National Academy of Music under a project Supporting Vietnamese Culture for Sustainable Development. We reflect on these processes through core concepts of affective actions and micropolitics. Our aim is to contribute to knowledge building in the field of sustainable institutional change aiming for globally appropriate music teacher education.
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| 8. |
- Houmann, Anna, et al.
(författare)
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Tid att gå - tre takter och en paus på gång
- 2017
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Ingår i: Göran Folkestad: The soundtrack of your life : Festschrift till Göran Folkestad - Festschrift till Göran Folkestad. ; , s. 38-40
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Bokkapitel (refereegranskat)
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| 9. |
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| 10. |
- Lindgren, Monica, 1958, et al.
(författare)
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Examining social inclusion through music education: two Swedish case studies.
- 2015
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Ingår i: The 19th conference of Nordic Network for Research in Music Education, Helsinki 3-5 March, 2015.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Since music education can be regarded as an arena for construction, performance and negotiation of cultural meaning and norms of values, the field of music education has, during the last decades, become aware of the need to locate issues of facing music within social questions (Jorgensen, 2003; DeNora, 2000; Wright, 2010). One central concept within this discussion is social inclusion. However, issues of inclusion in music education are more complex than they might first appear and researchers raise different aspects of social inclusion. Some examples: Wright (2010) defines inclusion within the field of music education as the right to remain musically and culturally autonomous unless dominant culture. Elliott (2012) considers social inclusion by music education as a political issue. Jorgensen (2003) argues that social inclusion derives from changing music education, not making it more widely available. Burnard, Dillon, Rusinek and Sæther (2008) suggest that inclusion in music classrooms is best understood in connection with the interplay of policies, structures, culture and values specific to schools. A music education program, which has become an inspiration for music educators around the world because of its stated social aims, is El Sistema. The choir- and orchestra school for children was developed in Venezuela in the 1970s and founded in Sweden in 2010. The objective of the program is to use music as a vehicle for individual and social development and to serve as an intercultural meeting place. Children, growing up in all kinds of neighbourhoods, from different socio-economic conditions and with different ethnic backgrounds, are given the opportunity to develop personally, socially, and musically in orchestras and choirs. From the perspective of two case studies in progress on El Sistema our research question for this paper is outlined as follows: How is social inclusion through music legitimized and practiced in El Sistema Gotenburg (ESG) and El Sistema Malmö (ESM)? The empirical material, which consists of ethnographical data collected from interviews, documents and observations, are analysed through the concepts inclusion/exclusion (Popkewitz, 1998) agency (DeNora, 2000; Karlsen & Westerlund, 2010), democracy (Bernstein, 2000) and enculturation (Shimahara, 1970). Furthermore, the preliminary results are discussed in relation to recently published research of El Sistema in Venezuela (Baker, 2014).
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