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- Jeppsson, Cecilia, 1967-
(author)
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Att bryta reproduktion i kulturskolan
- 2022
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In: Rimdrottningar, folkmusiker och rockband. - : Gidlunds förlag. - 9789178444854 ; , s. 153-174
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Book chapter (other academic/artistic)
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| 4. |
- Jeppsson, Cecilia, 1967-
(author)
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Att bryta reproduktionen i kulturskolan
- 2022. - 1
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In: Rimdrottningar, folkmusiker och rockband. - Möklinta : Gidlunds förlag. ; , s. 153-174
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Book chapter (other academic/artistic)
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| 5. |
- Jeppsson, Cecilia, 1967-
(author)
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Chefers positioneringar i relation till breddat deltagande i kulturskolan
- 2023. - 1
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In: Kulturskolen som inkluderende kraft. - Oslo : Cappelen Damm Akademisk. - 9788202799670 - 9788202652326 ; , s. 127-153
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Book chapter (peer-reviewed)abstract
- This article sheds light on policy enactment in response to political goals of widening participation in Swedish community schools of music and arts (kulturskola). The data for this article is based on interviews with five principals from five such schools. The principals’ accounts were interpreted in a discourse psycho- logical framework and six different ways to position themselves as leaders were found: The Trend-spotter, The Progressive Enforcer, Friend of Long-term Learning, The Implementer, The Critic and The Chameleon. The position The Trend-spotter and The Progressive Enforcer are associated with a common tendency to pronounce the schools’ mission to reach new target groups and a focus on new marketing and teaching methods. The Friend of Long-term Learning and The Critic guard long-term and in-depth learning and sufficient resources to achieve it. The principals’ policy enactment can be described as a balancing act defined by loyalty to local political goals versus loyalty to learning goals. The principals’ positioning in relation to the teachers express loyalty as well as a marked tendency to urge the teachers to renew the teaching methods. Whether the principals position themselves as Implementer or Critic is interpreted as depending on allocated resources. The Chameleon strives to integrate different positions. These positions are discussed relative to widening participation and institutional discourses such as breadth versus depth discourse and management discourse versus a discourse for learning.
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- Jeppsson, Cecilia, 1967
(author)
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”Dynamic and stable, broad and deep” Directors’ positioning in response to widening participation in the Swedish Community Schools of Music and Arts
- 2019
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In: Presentation vid konferensen Cutting Edge Kulturskole 2019.
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Conference paper (other academic/artistic)abstract
- This article sheds light on policy enactment in response to political goals of widening participation in Swedish Community Schools of Music and Arts. Interviews with five directors from four such schools were performed. The directors accounts were interpreted in a discourse psychological framework and six different ways to position themselves as leaders were found – The Trend-spotter, The Progressive Enforcer, Friend of Long-term Learning, The Implementer, The Critic and The Pragmatic Facilitator. The results of the analysis reveal common discursive assumptions, interpreted as policy as discourse and local variations interpreted as policy as (con)text. The position The Trend-spotter is associated with common discursive assumptions and policy as discourse while the other positions are associated with variations and policy as (con)text. The Trend-spotter represents a common tendency to pronounce the schools’ mission to reach new target groups and a vibrant activity aiming at developing new marketing- and teaching methods. The directors’ policy enactment can be described as a balancing act defined by loyalty to local political goals and loyalty to learning goals. The directors positioning in relation to the teachers express loyalty as well as a marked tendency to urge the teachers to renew the teaching methods. Whether The Implementer or The Critic dominates is interpreted as depending on allocated resources. The Pragmatic Facilitator strives to integrate different positions. Potential value conflicts between, for example, a breadth and a depth discourse, a management discourse and a discourse for learning are discussed. The results are discussed linked to related policy processes in Sweden and other Nordic countries.
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- Jeppsson, Cecilia, 1967-, et al.
(author)
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Exploring equal opportunities : Children’s experiences of the Swedish Community School of Music and Arts
- 2018
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In: Research Studies in Music Education. - : Sage Publications. - 1321-103X .- 1834-5530. ; 40:2, s. 191-210
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Journal article (peer-reviewed)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. |
- Jeppsson, Cecilia, 1967-, et al.
(author)
-
Exploring equal opportunities : Children’s experiences of the Swedish Community School of Music and Arts
- 2018
-
In: Research Studies in Music Education. - London : Sage Publications. - 1321-103X .- 1834-5530. ; 40:2, s. 191-210
-
Journal article (peer-reviewed)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. © The Author(s) 2018
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