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Challenging Age Power Structures: Creating a Public Sphere in Preschool through Musicking
Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.ORCID-id: 0000-0002-9007-8332
2016 (Engelska)Ingår i: Action, Criticism and Theory for Music Education, E-ISSN 1545-4517, Vol. 15, nr 5, s. 25-50Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article explores the possibility of conceiving preschool music activities as a way of forming spaces of participation with society’s youngest. The discussion draws on Hannah Arendt’s (1958) definition of public spheres, and the argumentation is closely linked to an empirical example from musicking events with 1–3 year olds in a non-typical, arts-focused Swedish preschool. In their promotion of equality and plurality in this preschool, the children and the music pedagogues co-construct a public sphere by using a multitude of “languages” and challenge both the hegemonic position of verbal language and other age power structures. In this promotion, other “subjects of music” come into being. Thus, it is argued that society can perceive children as legitimized citizens in the “here and now” and not only in a distant future when they have become fully educated adults. The article challenges current preschool music education and demonstrates alternative social constructions.

Ort, förlag, år, upplaga, sidor
2016. Vol. 15, nr 5, s. 25-50
Nyckelord [en]
Early childhood music education, citizenship, Hannah Arendt, age power structure, very young children
Nationell ämneskategori
Musik Övrig annan humaniora
Forskningsämne
ämnesdidaktik
Identifikatorer
URN: urn:nbn:se:su:diva-134133DOI: 10.22176/act15.5.25OAI: oai:DiVA.org:su-134133DiVA, id: diva2:1033628
Tillgänglig från: 2016-10-07 Skapad: 2016-10-03 Senast uppdaterad: 2024-02-19Bibliografiskt granskad
Ingår i avhandling
1. Towards Musicking in a Public Sphere: 1-3 year olds and music pedagogues negotiating a music didactic identity in a Swedish preschool
Öppna denna publikation i ny flik eller fönster >>Towards Musicking in a Public Sphere: 1-3 year olds and music pedagogues negotiating a music didactic identity in a Swedish preschool
2016 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

This thesis explores alternative ways of staging music in preschool. The ‘preschool subject of music’ is approached as a social and cultural construct that is embedded in discursive negotiations. Participants in the study are 1-3 year-old children and their music pedagogues, working in the preschool on a daily basis. In three studies, the negotiation of a local music ‘didactic identity’ is examined by answering research questions related to three different discursive levels: (i) the micro-level of face-to-face interaction; (ii) the level of pedagogue’s conceptions; and (iii) the political/societal level. Study I examines the participants’ use of semiotic resources in their co-construction of musicking events. By means of micro-analyses of video-recordings it is shown that mobility in the room is essential for the children’s access to instruments and other artefacts, and for their possibility to influence music activities. Other crucial conditions concern the pedagogues’ responsive uptake and improvisatory approach, and that the activities are open to other forms of expression. Study II explores conceptions of the ‘child’ and conceptions of ‘music’ in four music pedagogues’ talk in a group interview. Different conceptions of the ‘child’ are seen to interrelate with certain ontological and functional conceptions of ‘music’ that involve diverse opportunities for children’s (bodily) agency. This analysis is made by means of discursive psychology. Study III examines the music practices from a political and philosophical perspective, using Hannah Arendt’s concept of the ‘public sphere’. This third perspective shows how this preschool’s music practices create a public sphere by seriously putting into practice equality and plurality as values and principles that increase the equality between children and adults. Age power structures are thereby challenged, and the children can be seen as citizens in the ‘here and now’, and not in some distant future when they are grown-ups. Also, the ‘preschool subject of music’ itself becomes a negotiated issue.

Implications for preschool practice and preschool teacher education are discussed, and further research is suggested within other educational areas regarding how pedagogues’ interpretations of the concept of ‘children’s participation’ and ‘influence’ impact on specific preschool subjects, such as music.

Ort, förlag, år, upplaga, sidor
Stockholm: Department of Humanities and Social Sciences Education, Stockholm University, 2016. s. 144
Nyckelord
Music education, musicking, early childhood education, preschool, age power structures, very young children, subject specific didactics, public sphere, Hannah Arendt, cultural studies
Nationell ämneskategori
Musik Övrig annan humaniora
Forskningsämne
ämnesdidaktik
Identifikatorer
urn:nbn:se:su:diva-134142 (URN)978-91-7649-517-9 (ISBN)978-91-7649-518-6 (ISBN)
Disputation
2016-11-25, Vivi Täckholmsalen (Q-salen), NPQ-huset, Svante Arrhenius väg 20, Stockholm, 13:00 (Svenska)
Opponent
Handledare
Anmärkning

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: In press.

Tillgänglig från: 2016-11-01 Skapad: 2016-10-03 Senast uppdaterad: 2022-02-28Bibliografiskt granskad

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Wassrin, Maria

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Action, Criticism and Theory for Music Education
MusikÖvrig annan humaniora

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