Praxisgemenskap och ideologi bland elever och lärare på en folk- och världsmusikutbildning

Abstract

The overall aim of this study is to investigate how participants in a folk musical practice community – teachers and students at Framnäs folkhögskola (Framnäs Folk High School) – reason about, and relate their studies to, the doxa that has been produced and developed within the Swedish folk music field over time. As a background to the participants’ statements, a brief history of the Swedish folk music movement and its paradigms is related. The theoretical basis for the study is Lave and Wenger’s theories about Situated Learning and Liedman’s concepts of Manifest and Latent ideologies. The method used is the semi-structured interview, and the analysis is done by categorizing statements and thoughts in relation to the purpose and research questions.

In the results, it appears that ideas and thoughts that can be traced back to the circle around the romantic Götiska Förbundet in nineteenth-century Uppsala prevail in the form of archaization and in views on authenticity, repertoire and interpretation. It also appears that the teaching at Framnäs folkhögskola is part of a general trend in Swedish folk music of recent decades, namely the shift of emphasis from individual performance to ensemble music practice. Finally, the question is raised whether the academization and professionalization of the Swedish folk music field contributes to debilitate its character of folkrörelse (popular movement).