Music Education and Democratisation: Policy processes and discourses of inclusion of all children in Sweden's Art and Music Schools
Research output: Thesis › Doctoral Thesis (compilation)
SAMS were originally developed as a loosely coupled system of locally shaped schools for learning musical instruments. Gradually, they have embraced other subjects like dance, drama and the visual arts, along with different forms of collaboration with the compulsory school system. The inclusion of all children and the training of professional musicians have been part of the rationale for the development of the system. However, the inclusive aim of SAMS has been problematised in policy and research, exposing an unfulfilled democratic potential.
The theoretical framework of the thesis constitutes of discourse theories – Foucauldian discourse analysis and discursive psychology – and policy theories. Among the concepts applied are discourse, regime of truth, policy enactment and policy cycle.
The results show that several discourses constituted by and constituting subjectivity are at play: multicentric inclusion discourse, normalisation discourse, specialisation discourse, market discourse, economic discourse and collaboration discourse. The results indicate that there is a need to raise awareness of discourses involved in SAMS activities. Finally, the study offers possible pathways towards the democratisation of music education through engagement in policy processes.
|Research areas and keywords||
Subject classification (UKÄ) – MANDATORY
|Translated title of the contribution||Musikpedagogik och demokratisering: Policyprocesser och diskurser av inkludering av alla barn i Sveriges kulturskolor|
|Award date||2021 Apr 23|
|Place of Publication||Malmö|
|Publication status||Published - 2021 Mar 25|
Related research output
Research output: Contribution to journal › Article
Research output: Book/Report › Report
Research output: Chapter in Book/Report/Conference proceeding › Book chapter