Discourses of Diversity in Music Education: The Curriculum Framework of the Norwegian Schools of Music and Performing Arts as a Case

Autor/inn/en	Ellefsen, Live Weider; Karlsen, Sidsel
Titel	Discourses of Diversity in Music Education: The Curriculum Framework of the Norwegian Schools of Music and Performing Arts as a Case
Quelle	In: Research Studies in Music Education, 42 (2020) 2, S.270-290 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1321-103X
DOI	10.1177/1321103X19843205
Schlagwörter	Music Education; Extracurricular Activities; Educational Philosophy; Theater Arts; Foreign Countries; Diversity; Government Publications; Curriculum Development; Guidelines; Student Characteristics; Cultural Background; Entrepreneurship; Educational Opportunities; Student Participation; Personal Autonomy; Discourse Analysis; Educational Policy; Policy Analysis; Ethnicity; Norway + Suchen Sie Ihr Suchwort? Musikerziehung; Außerunterrichtliche Aktivität; Bildungsphilosophie; Erziehungsphilosophie; Theaterwissenschaft; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Richtlinien; Unternehmungsgeist; Bildungsangebot; Bildungschance; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Individuelle Autonomie; Diskursanalyse; Politics of education; Bildungspolitik; Politikfeldanalyse; Ethnizität; Norwegen
Abstract	In this article, we enquire into the language of diversity as it is currently in use in the field of music education, by way of exploring the social and educational ambitions of the Norwegian system of extra-curricular, Schools of Music and Performing Arts. We take as our case the recently launched governing document of this particular educational system, named "Curriculum framework for schools of music and performing arts: Diversity and deeper understanding." Analysing this document as a discursive statement, and through a Foucauldian theoretical lens, we investigate the meanings of "diversity" enacted within and across the various textual-discursive contexts of the curriculum framework, identifying and exploring four nodal points of signification, namely: 1) diversity understood as difference in students' ethno-cultural backgrounds; 2) diversity of educational opportunities and modes of expression; 3) diversity and/or/as deeper understanding; and 4) diversity of learning arenas and contexts: entrepreneurial expectations. The discussion of the findings is conducted in dialogue with a historical understanding of the Norwegian Schools of Music and Performing Arts' societal mandate and approach to diversity as well as various understandings of diversity within the international field of music education research. We conclude by pointing out that the macro-level institutional strategy and aim of emphasising and encouraging diversity cannot be understood as fulfilled before it has been sufficiently operationalised and has trickled down into the everyday actions of teachers and students. Only then is it implemented as a tool accessible on the micro-level and with the potential to enhance students' participation and agency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01