”ATT ALLA ÄR VÄLKOMNA ÄR NÅGOT VI BROTTAS MED” En inblick i kulturskolans arbete med tillgänglighet och inkludering i Göteborg

Abstract

This paper investigates the practical environment of Gothenburg’s seven schools of art for children aged 6-19. The purpose of the paper is to examine how accessibility and inclusiveness work in the schools of art. This is examined through how the teachers talk about accessibility and inclusiveness; which obstacles there are for inclusiveness and the strategies used by the teachers when working around the obstacles. The material consists of nine interviews with teachers from the seven schools. The data is analyzed with discourse analysis to examine which discourses the teachers use. To analyze power in the discourses Foucault and Critical childhood studies are used. The results show that there are three categories of work in accessibility: children with disabilities, children from vulnerable areas and children aged 16-19. The strategies for reaching these children are workshops, information and going to their schools. The obstacles are defined as mostly economic and communication issues. The main discourse used is that of the school of art in struggle.