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Kulturskolelärares legitimitetsarbete i mötet med ett politiskt ideal om socialt inkluderande musikundervisning.

Journal article
Authors Cecilia Jeppsson
Published in Finnish Journal of Music Education
Volume 21
Issue 2
Pages 38-53
ISSN 1239-3908
Publication year 2018
Published at Academy of Music and Drama
Pages 38-53
Language sv
Links https://issuu.com/sibelius-akatemia...
Subject categories Educational Sciences

Abstract

The aim of this study is to shed light on music teachers’ constructions of legitimacy in response to a political ideal of socially inclusive music education in the Swedish Community Schools of Music and Arts. Eighteen teachers from five such schools participated in focus group discussions. Discursive psychology as well as the perspective of new institutionalism and Bourdieu’s concepts of field and doxa formed the basis for the analysis. In order to legitimize their programs, the teachers cited a range from inclusion in an existing tradition to inclusion through the influence of students and a broad range of offered courses. Through its association with social inclusion, the El Sistema concept is suggested to have the potential to bring legitimacy to the schools in the form of institutionalized myth. Simultaneously as the dissemination of the El Sistema concept in the field of Community Schools of Music and Arts creates isomorphism, these schools also display a strong tendency toward localized variation, which conveys their decoupling capacity. An implication on the policy level is to support programs that are deemed socially inclusive, regardless of whether it adheres to the construct of El Sistema, and, thereby, see through the institutionalized myth of this concept.

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