Discourses in Swedish preschool music teachers' conversations: proficiency, subordination and resistance

• Published in: Music education research Vol. 26; no. 5; pp. 546 - 555
• Main Authors: Zimmerman Nilsson, Marie-Helene, Holmberg, Ylva
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 19.10.2024; Taylor & Francis Ltd
• Subjects: Discourse analysis; Educational Practices; Music Education; Music teachers; Preschool; Preschool Education; preschool music teachers; Preschool teachers; Quality of education; subject positions; Preschool; music education; discourse analysis; preschool music teachers; subject positions
• ISSN: 1461-3808; 1469-9893; 1469-9893
• DOI: 10.1080/14613808.2024.2397338

In recent years, Swedish preschool has been subjected to significant changes. As there is a lack of studies examining how teachers in music rhetorically position themselves within this context, the aim is to study subject positions that are constructed in conversations between preschool music teachers (PMTs) and to discuss these positions in relation to the quality of preschool practice in music education. The theoretical and methodological framework is grounded in social constructionist theories and the empirical material consists of group conversations with PMTs. The results reveal three prominent discourses, the discourses of Proficiency, of Subordination and of Resistance. In conclusion, the PMTs show that they are opposed by other pedagogues in various ways. This makes the possibility of establishing a music-teaching practice on their level of expertise severely restricted, which in turn has an impact on the quality of the preschool practice in music education.