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Policy and leadership discourses in Sweden’s Art and Music Schools: the inclusion of refugee children
Music Education Research ( IF 0.688 ) Pub Date : 2021-05-17 , DOI: 10.1080/14613808.2021.1929138
Adriana Di Lorenzo Tillborg, Live Weider Ellefsen

ABSTRACT

Sweden’s Art and Music Schools (SAMS) have assumed some responsibility for facilitating refugee children’s social inclusion. This article investigates how the inclusion of refugee children in SAMS is introduced by leaders as well as how the theme is constructed and addressed as a topic in policy documents (related to the national policy process for SAMS). Two data sets constitute the empirical base: (1) conversations with leaders and (2) policy documents. Policy and discourse theories constitute the analytical and theoretical framework. The analyses expose how problematisations occur on an overarching level and how they construct subjects and topics. Furthermore, some significant consequences of different choices of terminology are emphasised; the problematisations have implications for agency capacity. The article concludes that as society changes, SAMS must change to accommodate new cultures while maintaining their own cultures. The results call for a multicentric view of inclusion.



中文翻译:

瑞典艺术和音乐学校的政策和领导力话语:将难民儿童包括在内

摘要

瑞典的艺术和音乐学校(SAMS)为促进难民儿童的社会融合承担了一些责任。本文研究领导者如何引入将难民儿童纳入SAMS,以及如何将主题构造和解决作为政策文件中的主题(与SAMS的国家政策流程相关)。两个数据集构成了经验基础:(1)与领导人的对话和(2)政策文件。政策和话语理论构成了分析和理论框架。分析揭示了问题化如何在总体上发生以及它们如何构建主题和主题。此外,强调了不同术语选择的一些重大后果;问题化对代理能力有影响。本文的结论是,随着社会的变化,SAMS必须进行变化以适应新的文化并保持其自身的文化。结果要求包含一个多中心的观点。

更新日期:2021-05-18
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