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Including children and youth through the music education program El Sistema in Sweden.

Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Åsa Bergman
Publicerad i Youngsters, on the cultures of children and youth vid Simon Fraser University i Vancouver. 20-22 oktober 2016.
Publiceringsår 2016
Publicerad vid Institutionen för kulturvetenskaper
Språk en
Ämneskategorier Musikpedagogik, Konst


In pace with globalization, Sweden, like other European countries, has paid increasing attention to the impact of social structures on educational success. The National Agency for Education (2013) reports that, with students’ diverse social and cultural backgrounds, segregated schooling strongly influences the potential for children and young people to advance in school and at work. The decision by the Gothenburg Municipality to grant funds to launch the El Sistema music school initiative in 2010 in the suburb Hammarkullen can be understood in light of segregation problems typical for Swedish urban areas. The objective of El Sistema is to use music as a vehicle for individual and social development and to serve as an intercultural meeting place where children growing up in all kinds of neighbourhoods, from different socio-economic conditions, and with different ethnic backgrounds can develop personally, socially, and musically. In this presentation attention will be paid to what social and cultural resources that are made possible to children and youth participating in El Sistema and how this might be used in different social context in order to improve the social status and life chances. The empirical material used derives from an ethnographic research study conducted between 2011 and 2016. The empirical material includes official documents, interviews with participants and observations of music lessons and concerts. Theoretically the presentation draws upon Bourdieus concept capital, primarily with attention to cultural and social capital (Bourdeiu 1984) and on the conceptualization of social capital in bonding, bridging and linking by Allan & Catts (2014). Allan, J. and Catts, R. (2014). Schools, Social Capital and Space. Cambridge Journal of Education, 44(2), 217-228. Bourdieu, Pierre (1979/2004). Distinction: A social critique of the judgment of taste. London: Routledge. The National Agency for Education (2013). Skolverkets lägesbedömning 2013. Stockholm: Skolverket

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