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Inclusion functioning as exclusion: new students entering the Academy of Music in Sweden
Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Forskning om utbildning och lärande inom lärarutbildningen (FULL).ORCID-id: 0000-0003-0965-8805
2015 (engelsk)Inngår i: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 21, nr 3, s. 277-288Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article presents findings from a pioneer study addressing the first co-action between students with intellectual disabilities and an Academy of Music in Sweden. The aim of the article is to study and discuss subject positions that are constructed in rhythmic lessons related to a gathering where students with intellectual disabilities interact with a group of Master of Education in Music students at an Academy of Music, and also to describe how constructions of identity are manifested in the interaction between the actors. With poststructuralist and social constructionist theories as theoretical framework, video observations were conducted to enable an overarching view of the pedagogic practice. The findings reveal that the gathering between the groups becomes an expression of inclusion functioning as exclusion, since the teacher’s position the students with intellectual disabilities in ways that obstruct equal interaction with the other student group. Finally, implications of the findings are discussed in addition to inclusion as an ideal model in educational settings.

sted, utgiver, år, opplag, sider
Abingdon, Oxon: Routledge, 2015. Vol. 21, nr 3, s. 277-288
Emneord [en]
discourse, subject positions, intellectual disabilities, music teaching
HSV kategori
Identifikatorer
URN: urn:nbn:se:hh:diva-25333DOI: 10.1080/13540602.2014.953822ISI: 000349395400004Scopus ID: 2-s2.0-84925149687OAI: oai:DiVA.org:hh-25333DiVA, id: diva2:716825
Tilgjengelig fra: 2014-05-12 Laget: 2014-05-12 Sist oppdatert: 2017-12-05bibliografisk kontrollert

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