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dc.contributor.authorHauen, Mali
dc.date.accessioned2024-12-06T10:45:25Z
dc.date.available2024-12-06T10:45:25Z
dc.date.created2024-12-05T14:18:43Z
dc.date.issued2024
dc.identifier.citationHauen, M. (2024). Elevperspektiver i kulturskolen [Doctoral Dissertation]. University of Agder.en_US
dc.identifier.isbn978-82-8427-233-7
dc.identifier.issn1504-9272
dc.identifier.urihttps://hdl.handle.net/11250/3168668
dc.description.abstractThe dissertation is a contribution to research on the Norwegian Municipal Schools of Music and Performing Arts (hereafter named: kulturskole) with a focus on the pupils' stories and narratives about their doings with the kulturskole and the kulturskole`s doings with the pupils. I hope these stories can add new understandings that can inform the development of the kulturskole in new ways. Pupils' perspectives can develop the kulturskole in a democratic direction where the pupils' stories convey their wishes for how this school-form should be developed as a center for art education for children and young people. The work also tries to develop knowledge about new approaches to research with children and young people. Approaches where differences and "not yet seen possibilities" are emphasized, through creative, affirmative, and relational approaches. The pupils’ perspective on the kulturskole seems to not have been examined largely in previous research. To the extent that research has previously focused on the pupils, the pupils have largely been interviewed and observed, while this work tries to allow the pupils to describe their relationships in their own language, bodily verbal and relational in intra-action. Empirical material for this summary is three published articles. The first article is a study that looks at collaboration between kulturskole and other actors seen through the pupil’s perspective. It presents a qualitative approach in that the material was analyzed by coding and using constant comparative methods. Complexity became the core category of the analysis process. We (Hauen and Emstad, 2021) found by drawing out the answers using lines and colors, that it could be read with poststructural understandings such as rhizome and assemblages, and thus the researchers theoretical standpoint made a turn from a qualitative to a postqualitative paradigm. The next sub-study develops methods for conducting research with pupils in the kulturskole by exploring performative approaches in creating data material. It also explores understandings of what (data)material can be in research with children and youth. In the last sub-study, three phenomena that are central to the pupils are explored and connected: togetherness, selfexpressiveness and perfor-managing. These three phenomena are connected tothe pupils, the world, researchers and the kulturskole to create new understandings seen through the pupils’ perspectives. In the cap/mantle, the three articles are woven with each other and interpreted with theory, the pupils, the kulturskole understood through the Curriculum Framework for Schools of Music and Performing Arts (Norsk Kulturskoleråd, 2016) and the main research question, to open up for new and different perspectives on kulturskole seen through the pupils' stories and understandings.en_US
dc.language.isonoben_US
dc.publisherUniversitetet i Agderen_US
dc.relation.ispartofDoctoral dissertations at University of Agder
dc.relation.ispartofseriesDoctoral dissertations at University of Agder;no. 515
dc.relation.haspartPaper I: Hauen, M. & Emstad, A. B. (%&%'). Hva settes i spill når ledere i kulturskolen planlegger elevenes timeplaner? Om en rhizomatisk forståelse av organisasjonen kulturskole og hvordan en slik forståelse kan berike kulturskolens samarbeid med andre aktører. I B.-T. Bandlien, I. O. Olaussen, M.-A. Letnes & E. Angelo (Red.), MusPed:Research: Bd. !. Utdanning i kunstfag: Samarbeid, kvalitet og spenninger (Kap.(%, s.()*–+,). Cappelen Damm Akademisk. https://doi.org/10.23865/noasp.152.ch2. Published version. Full-text is available in AURA as a separate file: https://hdl.handle.net/11250/2984940.en_US
dc.relation.haspartPaper II: Hauen, M. & Klungland, M. (2023). “Trembling Moments” To develop methods for co-creating data with pupils in the kulturskole. Reconceptualizing Educational Research Methodology (RERM), 14(1), 59-81. https://doi.org/10.7577/rerm.5031. Published version. Full-text is available in AURA as a separate file: https://hdl.handle.net/11250/3113834.en_US
dc.relation.haspartPaper III: Hauen, M., Sessay, M., Marcetic, N., Knudsen, H. Ø., Støholen, M. & Nyaas, G. (2024). “This is me”: Storytelling with students to reveal their mutual entanglements with the “kulturskole”. Journal of Embodied Research (JER), 7 (1). https://doi.org/10.16995/jer.11511. Published version. Full-text is available in AURA as a separate file: https://hdl.handle.net/11250/3165954.en_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.titleElevperspektiver i kulturskolenen_US
dc.typeDoctoral thesisen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2024 Mali Hauenen_US
dc.subject.nsiVDP::Humaniora: 000::Kulturvitenskap: 060en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.source.pagenumber248en_US
dc.source.issue515en_US
dc.identifier.cristin2327539


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal