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Kulturskolan - en skola för alla?: En diskursanalytisk studie om musiklärares syn på arbete för inkludering och ökad mångfald i kulturskolan
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Artistic Studies (from 2013).
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis [Artistic work]Alternative title
Swedish Community School of Music - a school for everyone? : A discourse analysis study of music teachers' view on the work for inclusion and increased diversity in Swedish Community School of Music (English)
Abstract [sv]

Denna studie har som syfte att undersöka musiklärares syn på arbete för inkludering och ökad mångfald i kulturskolan. Studiens forskningsfråga handlar om hur musiklärare konstruerar och legitimerar sin syn på arbete för inkludering och ökad mångfald i kulturskolan. För att undersöka detta har tre fokusgruppsintervjuer genomförts på tre olika kulturskolor. Studiens teoretiska ramverk består av diskursteori och den data som genererats ur fokusgruppintervjuerna har bearbetats och analyserats med hjälp av diskursanalytiska redskap. I resultatet presenteras sex diskurser utifrån lärarnas konstruktioner om synsätt på arbete för inkludering och ökad mångfald i kulturskolan. Dessa handlar om att arbetet för inkludering och ökad mångfald ses som givet, som motsägelsefullt, som socialt utvecklande, som extern verksamhet, som svårt och som gemensamt ansvar. Resultatet presenterar även föräldrar och skola som två kontextuella påverkansfaktorer som på olika sätt påverkar diskurserna. I diskussionen behandlas två mer övergripande motstridiga diskurser om arbete för inkludering och ökad mångfald som självklart respektive icke självklart, i relation till tidigare presenterad litteratur.

Abstract [en]

The purpose of this study is to examine music teachers’ views on the work for inclusion and increased diversity in Swedish Community School of Music. The study’s research question concern how music teachers’ construct and legitimate their views on the work for inclusion and increased diversity in Swedish Community School of Music. To examine this three focus group interviews were held at three different schools. The theoretical framework of the study is discourse theory and the data generated from the focus group interviews has been processed and analyzed with discourse analytical tools. In the result the six discourses found are presented based on the teachers’ constructions about the work for inclusion and increased diver- sity in Swedish Community School of Music. These discourses is about how the work for inclusion and increased diversity is seen as given, as contradictive, as social developing, as ex- ternal activity, as difficult and as mutual responsibility. The result also shows parents and school as two contextual factors which affects the discourses in different ways. In the discussion two more general contrarious discourses, about the work for inclusion and increased diversity as obvious and non-obvious, are discussed in relation to previous presented literature.

Place, publisher, year, edition, pages
2019. , p. 48
Keywords [en]
inclusion, diversity, music education, Swedish Community School of Music, dis- course theory, focus group interview
Keywords [sv]
inkludering, mångfald, musikundervisning, kulturskola, diskursteori, fokusgruppintervju
National Category
Music
Identifiers
URN: urn:nbn:se:kau:diva-72721OAI: oai:DiVA.org:kau-72721DiVA, id: diva2:1326997
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Examiners
Available from: 2019-07-05 Created: 2019-06-18 Last updated: 2019-07-05Bibliographically approved

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CiteExportLink to record
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Citation style
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