Policy and Leadership Discourses in Sweden's Art and Music Schools: The Inclusion of Refugee Children

Autor/inn/en	Di Lorenzo Tillborg, Adriana; Ellefsen, Live Weider
Titel	Policy and Leadership Discourses in Sweden's Art and Music Schools: The Inclusion of Refugee Children
Quelle	In: Music Education Research, 23 (2021) 3, S.348-361 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Di Lorenzo Tillborg, Adriana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2021.1929138
Schlagwörter	Foreign Countries; Refugees; Music Education; Art Education; Access to Education; Inclusion; Educational Policy; Cultural Differences; Leadership Responsibility; Social Influences; Educational Finance; Cultural Maintenance; Acculturation; Politics of Education; Immigrants; Sweden + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; Musikerziehung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Access; Zugang; Bildungszugang; Inklusion; Politics of education; Bildungspolitik; Kultureller Unterschied; Sozialer Einfluss; Bildungsfonds; Akkulturation; Educational policy; Immigrant; Immigrantin; Immigranten; Schweden
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01