Jonathan Lilliedahl
Biographic Data
| ID | 5848387 |
|---|---|
| NAME | Jonathan Lilliedahl |
| GIVEN NAMES | Jonathan |
| FAMILY NAME | Lilliedahl |
| SIGNATURE | LILLIEDAHL J |
| AFFILIATIONS | Örebro University |
| ORCID | 0000-0001-7030-9925 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Visually communicating exclusiveness
This article examines how specialist music secondary schools in England present themselves on their websites and social media platforms. We consider visual communication codes and how such patterns reflect cultural distinctions and social boundaries. Multimodal critical discourse analysis is used to demonstrate how the choice of semiotic resources convey the meaning of specialisation in a socially exclusive manner. Although the schools in questio…
Why the arts are not considered core knowledge in secondary education
As a result of international neoliberal and neoconservative trends, the status of the arts has been devalued in secondary school curricula. This paper examines why the arts are not considered core educational knowledge in pedagogic discourse arising from the New Right policy agenda. In a case study analysis of Swedish educational policy debates, curriculum codes and their underlying principles of recontextualization are weighed as they bear on th…
Class, capital, and school culture
This study examines parental involvement in urban public schools, focusing on how parents in organised school-centred networks support, navigate, and negotiate from their different social positions. The multiple case study of specialised music programmes provides insights into parent strategies and behaviours in intermediate practices between school-based socialisation and extracurricular activities largely run by the parents associations.The pap…
Specialised music classes in comprehensive education
The following article examines the emerging historical legitimacy of specialised comprehensive schools in Sweden. During the 1980s, neoliberal ideas were gaining ground in Swedish educational policy. As a result, the social democratic government began to relax the rigour of the unified, state-regulated educational system. Specialised music classes played a significant role in this context, as such programmes were increasingly considered models fo…
Class, capital, and school culture
This study examines parental involvement in urban public schools, focusing on how parents in organised school-centred networks support, navigate, and negotiate from their different social positions. The multiple case study of specialised music programmes provides insights into parent strategies and behaviours in intermediate practices between school-based socialisation and extracurricular activities largely run by the parents associations.The pap…
Specialised music classes in comprehensive education
The following article examines the emerging historical legitimacy of specialised comprehensive schools in Sweden. During the 1980s, neoliberal ideas were gaining ground in Swedish educational policy. As a result, the social democratic government began to relax the rigour of the unified, state-regulated educational system. Specialised music classes played a significant role in this context, as such programmes were increasingly considered models fo…
Specialised music classes in comprehensive education
The following article examines the emerging historical legitimacy of specialised comprehensive schools in Sweden. During the 1980s, neoliberal ideas were gaining ground in Swedish educational policy. As a result, the social democratic government began to relax the rigour of the unified, state-regulated educational system. Specialised music classes played a significant role in this context, as such programmes were increasingly considered models fo…
Class, capital, and school culture
This study examines parental involvement in urban public schools, focusing on how parents in organised school-centred networks support, navigate, and negotiate from their different social positions. The multiple case study of specialised music programmes provides insights into parent strategies and behaviours in intermediate practices between school-based socialisation and extracurricular activities largely run by the parents associations.The pap…
Visually communicating exclusiveness
This article examines how specialist music secondary schools in England present themselves on their websites and social media platforms. We consider visual communication codes and how such patterns reflect cultural distinctions and social boundaries. Multimodal critical discourse analysis is used to demonstrate how the choice of semiotic resources convey the meaning of specialisation in a socially exclusive manner. Although the schools in questio…
Why the arts are not considered core knowledge in secondary education
As a result of international neoliberal and neoconservative trends, the status of the arts has been devalued in secondary school curricula. This paper examines why the arts are not considered core educational knowledge in pedagogic discourse arising from the New Right policy agenda. In a case study analysis of Swedish educational policy debates, curriculum codes and their underlying principles of recontextualization are weighed as they bear on th…
Political science (4 works) · Sociology (4 works) · Diverse Music Education Insights (3 works) · Global Education and Multiculturalism (3 works) · Pedagogy (3 works) · Psychology (3 works) · Global Educational Policies and Reforms (2 works) · Law (2 works) · Politics (2 works) · Social Psychology (2 works)