Care as technology for exclusion
Power operating in jurors’ talk about admission tests to Swedish music teacher education
In this article, we explore and problematise admission tests to specialist music teacher education in Sweden from a governing perspective, where higher music education is considered a discursive practice. It illustrates how power operates in legitimating the tests. The study uses stimulated recall in jury members’ talk about assessing applicants for music teacher education programmes, and uses Foucault’s concept of governmentality to reveal entrance tests as something regarded as generally good for all. This operating discourse is built on governmental rationality and processes that make it possible to reach conclusions about the applicants’ personalities and prospects for learning and developing in the future. Through care as technology of power, failing applicants are excluded from becoming music teachers and at the same time they are rescued from struggling in the future. The results are discussed in relation to issues of democratic music education, ethics and requirements for widened access to higher music education.
Copyright (c) 2021 Monica Lindgren, Ragnhild Sandberg-Jurström, Olle Zandén
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to Nordic Research in Music Education retain copyright to their articles but agree to publish them under a Creative Commons CC-BY 4.0 License. The terms of this license permit third parties to freely copy and redistribute the material in any medium or format, and to adapt, transform, and build upon the material for any purpose, even commercially, as long as appropriate credit is given, a link to the license is provided, and any changes made are indicated. The foregoing may be done in any reasonable manner, but not in any way that suggests the licensor endorses the third party or their use.