Ett större grepp - om lärares bild av vardagen i El Sistema Sverige

Abstract

Aim: In 2010 the first El Sistema núcleo was formed in Sweden and several ES programmes have started since then in several cities in Sweden and can hence be regarded as a well-established music educational program. Previous research about the Swedish ES programs indicates that the discourse of ES is contradictory and that the context is significant for how every program is shaped locally and where the program main focus is centred. The purpose of this study is to study how teachers from different ES programmes legitimate their program. Theory: The theoretical frame of this study is social constructional since the ambition has been to study how the teachers, through their narrative of their everyday activities, construct ES different discourses. The narratives are used both for analysing discourses and for discourse analysis, to elucidate the preconceived and to study how knowledge is depicted rhetorically in speech interaction. Method: Thru discourse analysis and discourse psychology as method emphasizes with which variation the teachers describe their programmes both regarding the linguistic and the content aspects as well as contradictions in their narratives. With Potters (1996) rhetorical tools we have efficient tools to study how the teachers legitimate their programmes. The empirical base for this study is three focus group conversations with totally 14 teachers. Results: In the teacher narrative there are an amount of motives that legitimate the ES programmes and through the narratives these three discourses come into light; ES as a musical-, pedagogical-, and social programme. The argumentations in the three focus group conversations are similar and there seems to exist a national unity with some variation throughout the ES programmes. In the discussion in this essay the balance between ES social and musical aim is discussed as well as how the programmes account for result, the complexity of the teacher’s role and the cultural approach in ES. Within theses three programmes some variation exist and the results of the study is problematized in relation to previous research within music sociology, research about music- and cultural schools in Sweden.