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  • 1.
    Ericsson, Claes
    Musikhögskolan i Malmö, Malmö, Sverige.
    Skolans musikundervisning som offentligt rum: En diskussion av Thomas Ziehes' begrepp i ljuset av en empirisk studie2001Ingår i: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 5, s. 63-73Artikel i tidskrift (Refereegranskat)
  • 2.
    Holmberg, Kristina
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Forskning om utbildning och lärande inom lärarutbildningen (FULL).
    Den diffusa positionen – Analys och diskussion av perspektiv på musikens och konstens ontologi2014Ingår i: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 15, nr 8, s. 297-315Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    For many reasons, different perspectives on music and the arts are of great importance to the field of music education. For example essential both to aesthetical education research, and to music and art teachers everyday work, because it can improve teaching and learning qualities and contribute to knowledge in society at large. The aim is to discuss various actors’ constructions of music and art by examining the handling of ontology in different texts. The ambition is to problematize and discuss the consequences of these constructions related to research and to musical praxis. The theoretical approach is founded in social constructionism and poststructuralism, and a combination of discourse psychology and discourse theory is used as a methodological framework. Four excerpts have been chosen for the analysis, two research articles and two interviews with professionals from two contexts of practice; the opera and the community school of music and art. The result shows that the ontology of music and art is continually being redefined. Ontological perspectives with epistemological claims are on the battlefield with more relativized perspectives. A critical discussion is made where the ontology of music and art is related to everyday praxis and research.

  • 3.
    Lindgren, Monica
    et al.
    University of Gothenburg, Gothenburg, Sweden.
    Ericsson, Claes
    University of Gothenburg, Gothenburg, Sweden.
    Discourses on music in Swedish primary and preschool teacher education2012Ingår i: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 14, s. 91-103Artikel i tidskrift (Refereegranskat)
    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.

  • 4.
    Zimmerman Nilsson, Marie-Helene
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Forskning om utbildning och lärande inom lärarutbildningen (FULL).
    Ericsson, Claes
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Forskning om utbildning och lärande inom lärarutbildningen (FULL).
    Studenter med intellektuell funktionsnedsättning i rytmikundervisning inom högre musikutbildning: subjektspositioner, identitet och kunskapsbildning2013Ingår i: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 14, s. 105-125Artikel i tidskrift (Refereegranskat)
    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. 

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