Discourses in Swedish preschool music teachers’ conversations
Proficiency, subordination and resistance
Bibliographic Data
| ID | 21717685 |
|---|---|
| Authors | Marie-Helene Zimmerman Nilsson (0000-0003-0965-8805, University West, corresponding author), Ylva Holmberg (0000-0002-4606-5112, Malmö University) |
| Year | 2024 |
| Volume | 26 |
| Issue | 5 |
| Pages | 546-555 |
| Publication date | 2024-10-19 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Music Education Research (JOURNAL) |
| Journal identifiers | ISSN: 1461-3808 • E-ISSN: 1469-9893 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/14613808.2024.2397338 |
| OpenAlex | W4402079038 |
| Language | EN |
| References cited | 7 |
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
Linguistics · Mathematics education · Music education · Pedagogy · Sociology · Diverse Music Education Insights · Psychology · Social and Educational Sciences · Teacher Education and Leadership Studies
| Highly cited | No |
|---|