This theoretical framework is developed for a research project regarding the specific case of the national policy process for Art and Music Schools in Sweden, a process to create national regulation for the first time in their history. The project focuses on inclusion of every child, but also specifically on inclusion of two particular groups of pupils: pupils in need of special support and refugee children.
The development of several concepts within educational policy theory, such as policy enactment, policy cycle and contemporary approach to policy making are described, discussed and connected to Foucault inspired discourse theory as well as to discursive psychology. The research project on which this paper is based focuses on the policy process itself, rather than on possible policy outcomes. Analyzing the process might add a needed dimension to the analysis of the outcomes. It might even be a way to contribute to the policy process, undertaking research on policy, but also for policy; as well as research on inclusion, but also for inclusion.
In the light of the above, this paper is an attempt to argue for the relevance of a theoretical framework that combines educational policy theories and discourse theories when studying discursive relations between policy and inclusion in arts and music educational institutions.
|Title of host publication
|Proceedings of the 19th International Seminar of the ISME Commission on Music Policy: Culture, Education, and Media
|International Society for Music Education ISME
|Published - 2018 Jul
- art schools
- Educational policy
- Music education
- music schools
- policy process