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Kreativitet som glidande diskurs: Berättelser om Biophilia Educational Project

Journal article
Authors Cecilia Björck
Published in Nordisk musikkpedagogisk forskning : Årbok
Volume 18
Pages 75–95
ISSN 1504-5021
Publication year 2018
Published at Department of Education, Communication and Learning
Pages 75–95
Language sv
Links hdl.handle.net/11250/2484548
Keywords creativity discourse; music education; musical composition; neoliberal discourse; subject position
Subject categories Music education

Abstract

In 2014, the three-year-long Biophilia Educational Project was initiated by the Icelandic artist Björk Guðmundsdóttir. The project links science, music and technology in a curriculum for 10–12-year-olds which has been implemented regionally in the Nordic countries as an alternative to conventional educational approaches. Adopting Michel Foucault’s notion of discourses as tactical elements, this article examines how the aims and potential benefits of the Biophilia project are discursively constructed by different actors involved in the process. The analysis draws on material from the project’s web site, from the funder’s web site, and from the web site of one of the local municipalities where the project has been implemented. It also draws on policy documents and on published media interviews with Björk. Results, discussed in relation to neoliberal discourses in education, show how meanings, especially regarding the term creativity, shift when different actors describe the project’s aims and objectives, and how contrasting subject positions are thereby produced.

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