Discourses in Swedish preschool music teachers' conversations: proficiency, subordination and resistance
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 teache...
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| Published in | Music education research Vol. 26; no. 5; pp. 546 - 555 |
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| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Abingdon
Routledge
19.10.2024
Taylor & Francis Ltd |
| Subjects | |
| Online Access | Get full text |
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| Abstract | 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. |
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| AbstractList | 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. |
| Author | Zimmerman Nilsson, Marie-Helene Holmberg, Ylva |
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| References_xml | – volume-title: Att lära av och med varandra. En etnografisk studie av musik i förskolan i en flerspråkig miljö. Diss. Örebro University, Örebro year: 2012 ident: e_1_3_3_5_1 – volume-title: Discourse and Social Psychology year: 1987 ident: e_1_3_3_13_1 – ident: e_1_3_3_18_1 – ident: e_1_3_3_4_1 doi: 10.4324/9781315715421 – ident: e_1_3_3_15_1 doi: 10.1080/00131881.2011.625153 – ident: e_1_3_3_22_1 – volume: 13 start-page: 1 issue: 1 year: 2017 ident: e_1_3_3_2_1 article-title: Music Education From Birth to Five: An Examination of Early Childhood Educators’ Music Teaching Practices publication-title: Research & Issues in Music Education – ident: e_1_3_3_14_1 doi: 10.1177/1057083717716687 – ident: e_1_3_3_17_1 doi: 10.1007/s41183-018-0058-5 – ident: e_1_3_3_20_1 – ident: e_1_3_3_8_1 doi: 10.61998/forskul.v5i1.27472 – volume-title: Hegemony and Socialist Strategy. Towards a Radical Democratic Politics year: 1985 ident: e_1_3_3_9_1 – ident: e_1_3_3_12_1 doi: 10.4135/9781446222119 – ident: e_1_3_3_7_1 – start-page: 59 issue: 3 year: 2018 ident: e_1_3_3_10_1 article-title: Förskollärares perspektiv på musikundervisningens utmaningar för de yngsta barnen i förskolan publication-title: Barn – ident: e_1_3_3_16_1 doi: 10.48059/uod.v28i1.1114 – ident: e_1_3_3_21_1 – ident: e_1_3_3_19_1 – volume: 13 start-page: 248 issue: 1 year: 2014 ident: e_1_3_3_24_1 article-title: Children’s subject positions in discourses of music in everyday life: Rethinking conceptions of the child in and for music education publication-title: Action Criticism and Theory for Music Education – volume-title: What the Body Knows about Teaching Music. The specialist preschool music teacher’s pedagogical content knowing regarding teaching and learning rhythm skills viewed from an embodied cognition perspective year: 2023 ident: e_1_3_3_3_1 – volume-title: Uppdrag om en översyn av läroplanen för förskolan. Regeringsproposition. [Assignment on a revision of the curriculum for the preschool.] year: 2017 ident: e_1_3_3_23_1 – volume-title: Förskolans pedagogiska praktik – Ett verksamhetsperspektiv. Diss. Umeå year: 2007 ident: e_1_3_3_6_1 – ident: e_1_3_3_11_1 |
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| Title | Discourses in Swedish preschool music teachers' conversations: proficiency, subordination and resistance |
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