Nr. 15: Musikaliskt lärande som social rekonstruktion
Författare: Ylva Hofvander Trulsson
Tryck: Lund 2010
200 kr (inkl moms)
188 kr (exkl moms) Statliga myndigheter betalar inte moms på 6%.
reception [at] mhm.lu.se (BESTÄLL BOK)
In Swedish higher formal aesthetic education, students from ethnic minorities are significantly underrepresented. This also seems to be the case in music education for younger children, Accordingly, the relationship between music education and the ethnic diversity of the contemporary Swedish society, not reflected in the selection of students to the Swedish music and culture schools, is of vital importance for research. The overall aim of this thesis is to investigate music education in the eyes of immigrant parents, by examining the narratives of parents with non-Swedish backgrounds on the significance of music in their families. The specific aims of study is to investigate how these parents describe (i) the presence and role of music in their everyday lives and how it relates to their origin, and (ii) the importance of music learning to their children. The theoretical framework rests on the theories of Pierre Bourdieu and his definitions of various forms of capital: cultural, social, economic and symbolic capital. Furthermore his concept of habitus has been useful in order to understand the musical upbringing and the impact of the music in peoples’ lives. Qualitative in-depth interviews were undertaken with 12 parents, six women and six men, now all living in Sweden, but with their background in eight different countries. The results are presented in three parts: (i) portraits of the parents and their backgrounds; (ii) the parents’ own narratives on music and music education and (iii) an analysis adopting the concept of social mobility. The discussion consists of perspectives on the practice of music as a potential tool for social success and integration of the children. It emphasizes the concepts of identity and music as a potential tool for social reconstruction. Class remobility, the reclaiming of social position through the next generation, and its possible impact on the upbringing of the child are also themes in focus. In conclusion, the complex interactions between teacher and parent, parent and child, student and teacher, three parties trialectically creating and nourishing teaching situations, are elucidated.