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Examining social inclusion: Mapping the discursive practice of El Sistema in Sweden.

Rapport 424

Författare och institution:
Monica Lindgren (Högskolan för scen och musik); Åsa Bergman (Institutionen för kulturvetenskaper)
Publicerad i: El Sistema and the Alternatives: Social Action through Music in Critical Perspective. London: Institute of Latin American Studies. University of London 24-25 April 2015.,
Konferensbidrag - refereegranskat abstract
Sammanfattning (abstract):
Struggling for inclusion: Mapping the discursive practice of El Sistema in Sweden Monica Lindgren & Åsa Bergman The aim of this presentation is to explore El Sistema from a Swedish contextual view. El Sistema Sweden was founded in 2010 and is framed within the Community School of Music, a voluntary after- school music education programme available in practically every Swedish municipality. The overarching objective of the educational program in Sweden is to promote social integration through music communication. The empirical material, gathered during 2011–2014, includes official documents, interviews with participants and observations of music lessons and concerts. Our theoretical point of departure is that musical and educational activities never can be regarded as politically neutral, because they always, explicitly or implicitly, are anchored in some kind of social and cultural viewpoint. By that, the material has been analysed as a social practice in which a particular pattern of action arises in accordance with the rules prescribed by the discourse. Since the empirical material is collected on the micro level, with a focus on humans in interaction, a more narrow, action-oriented perspective is included as well. The preliminary results show a discursive struggle between four different music education ideals; the “bildung” ideal related to an Art music tradition, the social political ideal where the social and democratically potential of music education is focused, the liberal ideal focusing on pupils’ participation and finally the educational governed ideal. The discursive struggle can be viewed from two different perspectives of context, which should be seen as complementary rather than opposites. From an emic (inside the context) point of departure the struggle is articulated as a struggle for social inclusion, but from an etic (outside the context) point of departure the struggle concerns music education ideals.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Utbildningsvetenskap ->
Pedagogik ->
El Sistema; music; context; social integration; children
Postens nummer:
Posten skapad:
2016-05-31 12:08

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