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Ericsson, Claes
Publications (10 of 34) Show all publications
Holmberg, K., Zimmerman Nilsson, M.-H., Ericsson, C. & Lindgren, M. (2016). Snacking on Knowledge and Feel Good: Challenging discourses on arts in education. European Journal of Philosophy in Arts Education, 1(1), 38-67
Open this publication in new window or tab >>Snacking on Knowledge and Feel Good: Challenging discourses on arts in education
2016 (English)In: European Journal of Philosophy in Arts Education, ISSN 2002-4665, Vol. 1, no 1, p. 38-67Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to re-think the results of four larger studies conducted by the authors during the last decade, all with a discourse analytical approach. The studies are empirical and concern the Swedish field of arts in education and deal with a comprehensive material consisting of interviews, observations and field notes. In the results of these studies three prominent discourses emerges. A Curriculum discourse, where content knowledge is connected to traditions, norms and values of educational institutions, a Feel-good discourse that deals with content knowledge where social and personal aspects are essential, and a Snacking on knowledge discourse where content knowledge is portrayed as something students are able to pick and choose according to their own preference. Ideas of late modern society and arts in education are then used as a basis to carry out a critical discussion about the emerging discourses. Also different teacher and student positions are problematized.

National Category
Pedagogy Philosophy
Identifiers
urn:nbn:se:hh:diva-32717 (URN)
Available from: 2016-12-15 Created: 2016-12-15 Last updated: 2018-03-23Bibliographically approved
Rögnvaldsson, T., Brink, J., Florén, H., Gaspes, V., Holmgren, N., Lutz, M., . . . Sandberg, M. (2014). ARC13 – Assessment of Research and Coproduction: Reports from the assessment of all research at Halmstad University 2013. Halmstad: Halmstad University Press
Open this publication in new window or tab >>ARC13 – Assessment of Research and Coproduction: Reports from the assessment of all research at Halmstad University 2013
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2014 (English)Report (Other (popular science, discussion, etc.))
Abstract [en]

During 2013, an evaluation of all the research conducted at Halmstad University was carried out. The purpose was to assess the quality of the research, coproduction, and collaboration in research, as well as the impact of the research. The evaluation was dubbed the Assessment of Research and Coproduction 2013, or ARC13. (Extract from Executive Summary)

Place, publisher, year, edition, pages
Halmstad: Halmstad University Press, 2014. p. 110
Keywords
Halmstad University, research evaluation, coproduction
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:hh:diva-24789 (URN)978-91-87045-06-6 (ISBN)978-91-87045-05-9 (ISBN)
Funder
Knowledge Foundation
Available from: 2014-03-10 Created: 2014-03-05 Last updated: 2019-04-17Bibliographically approved
Lindgren, M. & Ericsson, C. (2013). Diskursiva legitimeringar av estetisk verksamhet i lärarutbildningen. Educare - Vetenskapliga skrifter, 1(1), 7-40
Open this publication in new window or tab >>Diskursiva legitimeringar av estetisk verksamhet i lärarutbildningen
2013 (Swedish)In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, Vol. 1, no 1, p. 7-40Article in journal (Refereed) Published
Abstract [en]

The purpose of this article is to discuss current discourses inscribed in the practice of aesthetic courses in Swedish teacher training for compulsory school. The discussion is based on data including 19 focus group interviews with teachers and students at 10 Swedish teacher education institutes. Our analysis shows that an academic discourse focusing on theory, reflection and textual production exists alongside a discourse of skills-based practice. A third discourse, characterized by subjectivity and relativism vis à-vis the concept of quality, is also found in the material. Finally, a therapeutic discourse is articulated and legitimized based on an idea that student teachers should be emotionally balanced. In the article, contextual and ideological factors, as well as techniques of governance, are discussed in relation to the constructions found in the empirical material.

Place, publisher, year, edition, pages
Malmö: Malmö högskola, 2013
Keywords
teacher education, aesthetic courses, compulsory school, discourse, ideology, Foucault
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-20191 (URN)
Funder
Swedish Research Council
Available from: 2013-01-14 Created: 2012-12-18 Last updated: 2018-03-22Bibliographically approved
Zimmerman Nilsson, M.-H. & Ericsson, C. (2013). Studenter med intellektuell funktionsnedsättning i rytmikundervisning inom högre musikutbildning: subjektspositioner, identitet och kunskapsbildning. Nordisk musikkpedagogisk forskning: Årbok, 14, 105-125
Open this publication in new window or tab >>Studenter med intellektuell funktionsnedsättning i rytmikundervisning inom högre musikutbildning: subjektspositioner, identitet och kunskapsbildning
2013 (Swedish)In: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 14, p. 105-125Article 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
Keywords
discourse, subject positions, identity, intellectual disabilities, music teaching
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-23535 (URN)978-82-7853-077-1 (ISBN)
Available from: 2013-09-12 Created: 2013-09-12 Last updated: 2018-03-22Bibliographically approved
Lindgren, M. & Ericsson, C. (2012). Discourses on music in Swedish primary and preschool teacher education. Nordisk musikkpedagogisk forskning: Årbok, 14, 91-103
Open this publication in new window or tab >>Discourses on music in Swedish primary and preschool teacher education
2012 (English)In: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 14, p. 91-103Article in journal (Refereed) Published
Abstract [en]

This study investigates prevailing discourses on music in the field of creative arts in Swedish teacher education for primary school and preschool, following the programme based on the 1999 teacher education reform. The data were collected from 19 focus group interviews with teacher educators and student teachers from ten higher education institutions that offer such teacher education programmes. Theories related to language as action and the consequences of linguistic actions were taken as central to the study. To identify and discuss the discursive formations, analytical tools inspired by discourse psychology and discourse theory were used in the analysis. The analysis demonstrated that an academic discourse focusing on theory, reflection, and textual production has pushed aside skills-based practice. A second discourse, characterized by subjectivity and relativism vis-á-vis the concept of quality, was also found in the material. Finally, a therapeutic discourse was articulated and legitimized based on the idea that student teachers should be emotionally balanced. The constructions may be regarded as strategies that legitimize the creative arts, which no longer have a clear identity in this teacher education context. The discourse on technical skills in music, which previously occupied a hegemonic position in the discursive field, has fallen apart, allowing other discourses to take root.

Place, publisher, year, edition, pages
Oslo: Norges musikkhøgskole, 2012
Keywords
teacher education, music, discourse
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-20192 (URN)978-82-7853-077-1 (ISBN)
Projects
Konstruktioner av estetisk verksamhet i lärarutbildningen
Funder
Swedish Research Council
Available from: 2012-12-18 Created: 2012-12-18 Last updated: 2018-03-22Bibliographically approved
Lindgren, M. & Ericsson, C. (2012). "It is not about playing the guitar well": music and creative arts in Swedish teacher education. In: NNMPF 2012 Abstracts: 17th conference of the Nordic Network for Music Educational Research Reykjavík, 22.–24. February 2012. Paper presented at 17th conference of Nordic Network for Research in Music Education, Reykjavik, Iceland, 22–24 February, 2012 (pp. 39-39). Center for Music Research
Open this publication in new window or tab >>"It is not about playing the guitar well": music and creative arts in Swedish teacher education
2012 (English)In: NNMPF 2012 Abstracts: 17th conference of the Nordic Network for Music Educational Research Reykjavík, 22.–24. February 2012, Center for Music Research , 2012, p. 39-39Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Our analysis shows that an academic discourse focusing on theory, reflection and textual production has pushed aside skills-based practice. Music is represented as something other than singing and playing instruments; practical work in music is arranged under titles like "leadership" or "group processes". A second discourse, characterized by subjectivity and relativism vis-á-vis the concept of quality, is also found in the material. Finally, a therapeutic discourse is articulated and legitimized based on an idea that teacher students should be emotionally balanced. The constructions may be regarded as strategies that legitimize aesthetic subjects that no longer have a clear identity in the primary teacher education context. The discourse on technical skills in music that previously took a hegemonic position in the discursive field has fallen apart, allowing other discourses to take root.

Place, publisher, year, edition, pages
Center for Music Research, 2012
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-20205 (URN)
Conference
17th conference of Nordic Network for Research in Music Education, Reykjavik, Iceland, 22–24 February, 2012
Projects
Konstruktioner av estetisk verksamhet i lärarutbildningen
Funder
Swedish Research Council
Available from: 2012-12-19 Created: 2012-12-19 Last updated: 2018-03-22Bibliographically approved
Lindgren, M. & Ericsson, C. (2012). Kommunikation, social kompetens och arbete med självet: Estetisk verksamhet i lärarutbildningskontext. In: Resultatdialog 2012: (pp. 107-111). Stockholm: Vetenskapsrådet
Open this publication in new window or tab >>Kommunikation, social kompetens och arbete med självet: Estetisk verksamhet i lärarutbildningskontext
2012 (Swedish)In: Resultatdialog 2012, Stockholm: Vetenskapsrådet , 2012, p. 107-111Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Vetenskapsrådet, 2012
Series
Vetenskapsrådets rapportserie, ISSN 1651-7350 ; 2012:7
Keywords
lärarutbildning, estetisk verksamhet, identitet, kontext, diskurs, styrning, ideologi
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-20189 (URN)978-91-7307-213-7 (ISBN)
Projects
Konstruktioner av estetisk verksamhet i lärarutbildningen
Funder
Swedish Research Council
Available from: 2012-12-18 Created: 2012-12-18 Last updated: 2018-03-22Bibliographically approved
Ericsson, C. & Lindgren, M. (2012). Kvalitet och kompetens i den pedagogiska musikverksamheten. In: Bim Riddersporre & Johan Söderman (Ed.), Musikvetenskap för förskolan: (pp. 53-54). Stockholm: Natur och kultur
Open this publication in new window or tab >>Kvalitet och kompetens i den pedagogiska musikverksamheten
2012 (Swedish)In: Musikvetenskap för förskolan / [ed] Bim Riddersporre & Johan Söderman, Stockholm: Natur och kultur, 2012, p. 53-54Chapter in book (Refereed)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2012
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-20186 (URN)978-91-27-13234-4 (ISBN)
Projects
Konstruktioner av estetisk verksamhet i lärarutbildningen
Funder
Swedish Research Council
Available from: 2012-12-18 Created: 2012-12-18 Last updated: 2018-03-22Bibliographically approved
Zimmerman Nilsson, M.-H. & Ericsson, C. (2012). The silenced discourse. In: NORDISCO 2012, Book of Abstracts: . Paper presented at NORDISCO 2012, 2nd Nordic Interdisciplinary Conference on Discourse and Interaction, Linköping, Sweden, 21-23 November, 2012 (pp. 77-77).
Open this publication in new window or tab >>The silenced discourse
2012 (English)In: NORDISCO 2012, Book of Abstracts, 2012, p. 77-77Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this study, based on a larger research project, the ambition is to problematize the first appointment between persons with intellectual disabilities and Swedish Higher Music Education. The aim of the study is to investigate subject positions that are constructed in eurhythmics related to the appointment between a group of students with intellectual disabilities and a group of student teachers, and to study how identity is constructed in interaction between the actors. Also, the aim is to describe the knowledge formation that is materialized. The theoretical framework is built on post-structuralist and social constructionist theory. Discursive psychology has been useful in the micro analysis of the situations in the classroom. A Foucault inspired analysis has contributed with an overarching view on the concept of discourse as well as a point of departure to reveal the silent discourse. Finally, Discourse theory as it is formulated by Laclau and Mouffe is suitable for discussing different available subject positions and a so called overdetermined identity. Inspired by an ethnografic approach, video observations were made for an extended period of one term in order to develop an understanding of the culture constructed in the practice. The results show that the silenced discourse, the unspeakable, is constructed from the fact that the students with intellectual disabilities both are insufficiently skilled for the task as leaders in eurhythmics, and less skilled than the student teachers. When the teachers feel awkwardness spreading among the visiting students, they use verbal and bodily strategies trying to cover up the fact that the disabled students do not possess adequate skills. Finally, the silenced discourse is discussed in addition to a hegemonic discourse in the Swedish politics of education.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-20287 (URN)
Conference
NORDISCO 2012, 2nd Nordic Interdisciplinary Conference on Discourse and Interaction, Linköping, Sweden, 21-23 November, 2012
Available from: 2013-01-04 Created: 2013-01-04 Last updated: 2018-03-22Bibliographically approved
Zimmerman Nilsson, M.-H. & Ericsson, C. (2012). The Silenced Discourse: Students with Intellectual Disabilities at the Academy of Music in Sweden. Australian Journal of Teacher Education, 37(9), 67-80
Open this publication in new window or tab >>The Silenced Discourse: Students with Intellectual Disabilities at the Academy of Music in Sweden
2012 (English)In: Australian Journal of Teacher Education, ISSN 1835-517X, Vol. 37, no 9, p. 67-80Article in journal (Refereed) Published
Abstract [en]

In this article, based on a larger research project, the ambition is to critically discuss the first collaboration between students with intellectual disabilities and the Academy of Music in Sweden. The article presents an analysis of video observations of lessons in rhythmics, related to an encounter between the students with intellectual disabilities and a group of student teachers. The theoretical and methodological framework emanates from post-structuralist and social constructionist theories. The results show that the silenced discourse, the unspoken, is constructed from the fact that the students with disabilities both are insufficiently skilled for the task as leaders in rhythmics, and less skilled than the student teachers. Finally, the silenced discourse is discussed, where assumptions of normality and issues of inclusion are addressed as well as a hegemonic discourse in the Swedish politics of education.

Place, publisher, year, edition, pages
Katoomba: Social Science Press, 2012
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-19820 (URN)10.14221/ajte.2012v37n9.8 (DOI)2-s2.0-84869860060 (Scopus ID)
Available from: 2012-10-23 Created: 2012-10-09 Last updated: 2017-04-24Bibliographically approved
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