Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Studenter med intellektuell funktionsnedsättning i rytmikundervisning inom högre musikutbildning: subjektspositioner, identitet och kunskapsbildning
Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).ORCID iD: 0000-0003-0965-8805
Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
2013 (Swedish)In: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 14, 105-125 p.Article in journal (Refereed) Published
Abstract [en]

This article is based on a larger research project where the overall ambition is to critically discuss the encounter between students with intellectual disabilities and the Academy of Music. The aim of the article is to study the subject positions that are offered to the students, and how identity is constructed in interaction between the participants in teaching situations. The aim is also to describe the knowledge formation in a broad sense. The theoretical points of departure are the poststructuralist and the social constructionist theories, where the subject is considered as an agent that constructs reality in social interaction, but also as restricted by prevailing discourses. Discourse analysis is being used, with the aid of analytic tools developed within discursive psychology. Two different promi- nent discourses in rhythmics are identified: the protective therapeutic discourse, and the reproductive musical discourse. As a final conclusion, subject positions as well as knowledge formations contained in these discourses are discussed. 

Place, publisher, year, edition, pages
Oslo: Norges Musikkhoegskole / Norwegian Academy of Music , 2013. Vol. 14, 105-125 p.
Keyword [en]
discourse, subject positions, identity, intellectual disabilities, music teaching
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hh:diva-23535ISBN: 978-82-7853-077-1 OAI: oai:DiVA.org:hh-23535DiVA: diva2:647707
Available from: 2013-09-12 Created: 2013-09-12 Last updated: 2017-12-06Bibliographically approved

Open Access in DiVA

fulltext(324 kB)152 downloads
File information
File name FULLTEXT01.pdfFile size 324 kBChecksum SHA-512
ae613f2817e07d8bf23fbd9dee01d81f93d3036f2a4c3db2509dc8b94540fb78fcccb90ab592c9acd2fccb9a0111d8dc5604b8110d415393de84ffcd8aaf07a4
Type fulltextMimetype application/pdf

Other links

Full text in complete year book

Search in DiVA

By author/editor
Zimmerman Nilsson, Marie-HeleneEricsson, Claes
By organisation
Research on Education and Learning within the Department of Teacher Education (FULL)
In the same journal
Nordisk musikkpedagogisk forskning: Årbok
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 152 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 312 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf