The double feature of musical <i>folkbildning</i>: three Swedish examples

Brändström, Sture; Söderman, Johan; Thorgersen, Ketil

doi:10.1017/s0265051711000374

Cited by 12 publications

(13 citation statements)

References 2 publications

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“…It appears that some of the scholars interviewed in this study see educational research rather narrowly; hip-hop is reduced to just a quest for better tools for teaching. However, it is interesting that the hip-hop scholarship also brings forth the political idea of hip-hop pedagogy, which goes back to Dewey, Du Bois and Scandinavian folkbildning tradition (Brändström et al ., 2012). This political idea opens up a great potential for discussions in the music education field.…”

Section: Discussionmentioning

confidence: 99%

“…Du Bois’ scholarship also had much in common with the ideas about education and democracy shared by his contemporary, John Dewey (Dewey, 1916/1999). Interestingly, Du Bois was also a contemporary of Scandinavian ‘folkbildning’ educators who also argued for the empowerment of marginalised Scandinavian working members by emphasising education as a means to democratise society (Söderman, 2011a; Brändström et al ., 2012). Furthermore, Du Bois (1973/2001) defended specific African American universities that started after the abolition of slavery – the so-called Historically Black Colleges and Universities (HBCU).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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The formation of ‘Hip-Hop Academicus’ – how American scholars talk about the academisation of hip-hop

Söderman¹

2013

Brit. J. Music. Ed.

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Social activism and education have been associated with hip-hop since it emerged in New York City 38 years ago. Therefore, it might not be surprising that universities have become interested in hip-hop. This article aims to highlight this ‘hip-hop academisation’ and analyse the discursive mechanisms that manifest in these academisation processes. The guiding research question explores how hip-hop scholars talk about this academisation. The theoretical framework is informed by the scholarship of sociologist Pierre Bourdieu. Hip-hop scholars were interviewed in New York City during 2010. The results demonstrate themes of hip-hop as an attractive label, a door opener, a form of ‘low-culture’, a trap and an educational tool.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

The formation of ‘Hip-Hop Academicus’ – how American scholars talk about the academisation of hip-hop

Söderman¹

2013

Brit. J. Music. Ed.

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“…Dessa är till stor del offentligt finansierade och oftast principiellt tillgängliga för dem som är intresserade av att delta, oberoende av faktorer såsom social tillhörighet, klass, etnicitet, religion, funktionsvariation, sexualitet och kön. Denna stora utbildningsverksamhet bör betraktas som en del av den nordiska folkbildningsrörelsen; dels för att den växte fram parallellt med bildningsförbund, offentliga bibliotek och folkhögskolor, vilka räknas som hörnpelare i nordisk folkbildning och dels för att de har ett gemensamt ursprung i en idé om att tillgång på högvärdig kultur och konst kan bidra till ett bättre och mer likvärdigt samhälle -ett samhälle där arbetarklassen har möjlighet att göra klassresor (Brändström et al, 2012). Musikskolorna har också fått en del av äran för vad som ofta kallas »det svenska musikundret» -det oproportionerligt stora genomslag som svensk populärmusik har fått de senare decennierna (t.ex.…”

Section: Inledningunclassified

“…Listan kan göras lång och är även den beroende av situation, lärare och elev. (3) Med konst menas här de delar av musiksfären som i (delar av) samhället representerar högt kulturellt kapital (t.ex Bourdieu, 1984)…”

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Kulturskolen som inkluderende kraft: Perspektiver fra forskning til forandring

2023

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Dette verket omfattes av bestemmelsene i Lov om opphavsretten til åndsverk m.v. av 1961. Verket utgis Open Access under betingelsene i Creative Commons-lisensen CC-BY 4.0 (http://creativecommons.org/licenses/by/4.0/). Denne tillater tredjepart å kopiere, distribuere og spre verket i hvilket som helst medium eller format, og å remixe, endre, og bygge videre på materialet til et hvilket som helst formål, inkludert kommersielle, under betingelse av at korrekt kreditering og en lenke til lisensen er oppgitt, og at man indikerer om endringer er blitt gjort. Tredjepart kan gjøre dette på enhver rimelig måte, men uten at det kan forstås slik at lisensgiver bifaller tredjepart eller tredjeparts bruk av verket.Boka er utgitt med støtte fra Norsk kulturskoleråd.

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“…On top of this, Sweden has a history of free, adult-education programmes implemented through folkhögskola (people's schools) which offer various forms of aesthetic and performance-related educations. These are heavily tied to uniquely Swedish folkbildning (people's education) traditions (for a definition and history of folkbildning , see Brändström, Söderman & Thorgersen, 2012). Secondly, there are far fewer universities overall 6 and not every university has a music department or offers a music-related education.…”

Section: Comparing Contextsmentioning

confidence: 99%

Gender Inequalities and Higher Music Education: Comparing the UK and Sweden

de Boise

2017

Brit. J. Music. Ed.

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Whilst the impact of gender inequalities has been studied in relation to music education, especially in the UK, relatively little has been written about their impact on higher music education (HME). This article compares data on HME programs and courses, in the UK and Sweden, from 2010 to 2014. It looks at similarities and differences in the numbers of men and women who applied to HME subjects, compared to those who were offered a place on their chosen program or course, in both nations. Through this it demonstrates that whilst a Swedish HME appears to show less institutional discrimination against women, there are still similar transnational divisions in men's and women's HME subject choices. However the article uses these data to build on existing critiques around a need for intersectional understandings of gender inequalities, before arguing that a critique of neoliberalism is essential to tackling gender inequalities in HME. I n t r o d u c t i o n 1The subject of gender equality in music has long been a focus of feminist musicologists, 2 music educationalists and musicians. In many Anglophone nations, especially, women's 3 exclusion from music curricula (Citron, 1993;McClary, 1991), the marginalisation of 4 women composers (Macarthur, 2014) from Western art music traditions, and the exclusion 5 of women and girls from genre-oriented spaces (see Donze, 2010;Farrugia, 2012; Gavanas 6 and Reitsammer, 2013) have been well-documented. 7 Gender equality in higher music education (HME) is particularly important in that, 8 in neoliberal societies, universities are increasingly being seen as routes into professional 9 music careers (Allsup, 2015). Who studies which music subjects will therefore impact on 10 divisions in music professions and the music industries. Thus, inequalities in formal music 11 education relate to and further impact on inequalities in wider music practices. 12The UK, in particular, has come under scrutiny for its lack of attention to gender gender inequalities also exist in music education (Bergman, 2014; Björck, 2013; Kvarnhall, 18 2015), despite being more structurally equal in many other respects (Nyberg, 2012). A 19 critical look at HME in Sweden in comparison to other nations therefore has implications 20 for conceptualising and tackling gender equality in music. 1 S a m d e B o i s eThis article examines and compares data on HME in the UK and Sweden, from 2014. It looks at similarities and differences in the numbers of men and women who applied 23 compared to those who were offered a place on programs and courses in both nations. 24The quantitative findings outlined here are indicative rather than definitive and as such 25 are intended to raise questions around the conceptualisation of gender equality in HME 26 and to inform future research. By using these two national contexts the article hopes to 27 indicate the presence of transnational gendered discourses in HME. Through this, it intends 28 to use existing critiques of the problems in treating equality in music as on...

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The double feature of musical folkbildning: three Swedish examples

Cited by 12 publications

References 2 publications

The formation of ‘Hip-Hop Academicus’ – how American scholars talk about the academisation of hip-hop

The formation of ‘Hip-Hop Academicus’ – how American scholars talk about the academisation of hip-hop

Kulturskolen som inkluderende kraft: Perspektiver fra forskning til forandring

Gender Inequalities and Higher Music Education: Comparing the UK and Sweden

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