Mikael Persson Senior lecturer
Contact
Name and title: Mikael PerssonSenior lecturer
Mail: mikael.persson@edu.su.se
Phone: +468163719
ORCID0000-0001-7945-9794 Länk till annan webbplats.
Workplace: Department of Education Länk till annan webbplats.
Visiting address Room 2506Frescativägen 54
Postal address Institutionen för pedagogik och didaktik106 91 Stockholm
About me
In my research, I am interested in critical perspectives, particularly within music education contexts but also in other settings. This may involve issues such as the distribution of power, access to various educational programmes, norm-critical perspectives on teaching contexts, or teaching about norms and values themselves. Internationally, terms such as ‘social justice education’ or ‘anti-oppressive education’ are used to describe this field of interest; in Sweden, the term ‘norm-critical pedagogy’ is more commonly used.
I am a qualified music teacher and have been working in this role for around 10 years. My work at Stockholm University includes teaching in different teacher education programmes. For several years, I have been involved in projects in collaboration with the Royal College of Music in Stockholm, focusing on both practice-based research and a music and integration project called Libravoice.I mainly teach in various teacher training programmes, focusing on core subjects in educational science. These courses may cover social relations, learning theories, didactics and critical perspectives on music teaching. I have taught on the music teacher training programme at KMH for several years, but now work primarily on the vocational teacher training programme and the ULV programme, teaching the course ‘Being a Teacher in Sweden’.
I am also the Director of Work-Based Learning at IPD and am therefore responsible for monitoring and developing the practical component of the vocational teacher training programme in particular, whilst also working in consultation with other work-based learning directors and colleagues to develop work-based learning courses at SU in general. I supervise dissertations at various levels, ranging from undergraduate to master’s and doctoral level.
Theoretically and methodologically, I have primarily focused on discourse analysis, specifically discourse psychology and positioning theory from a social constructionist perspective. In detailed analyses of interactions, I have employed techniques and concepts from conversation analysis in combination with concepts from early rhetorically oriented discourse psychology. Critical discourse analysis and ANT are also theoretical areas I have explored.
Together with teachers within the framework of STLS (Stockholm Teaching and Learning Studies), I am currently working on a project focused on identifying and creating the conditions for teaching creativity in the aesthetic subjects in primary and lower secondary schools. I am doing this in collaboration with Jonas Asplund amongst others. I will also be one of the editor of a special issue of the journal FORSKUL focusing on practice-oriented research in the practical and aesthetic subjects in primary schools together with Camilla Gåfvels (Konstfack) and Ninni Andersson (SKH).
Another project I am working on with Janne Kontio goes by the acronym ENVY, which stands for Ethics, Norms and Values in Vocational Education. A further project with Karl Asp at the Royal College of Music is entitled "Musical value as articulated or not in the digital storefront", in which we are studying how upper secondary schools market their music courses on their websites.
My latest research interest involves philosophically examining and challenging a meritocratic discourse that focuses on comparisons and excellence within music education. Instead, I explore how a focus on mediocrity and a way of speaking that settles for ‘good enough’ can create the conditions for more positive goals in music education to become achievable.
Persson, M. (2019). Inte bara musik. Om elevers positionerande i grundskolans musikklassrum. (Doktorsavhandling), Kungl. Musikhögskolan/Lunds Universitet, Stockholm. Hämtad från http://orcid.org/0000-0001-7945-9794 (213s) *
Persson, M., Jeppsson, C., Di Lorenzo Tillborg, A., & Lundhäll, A. (2024). En kulturskola för alla? In Fritidsdidaktiska dilemman (pp. 219–244). Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-227196
Persson, Mikael (2021) Positioning in a Swedish music profiled school. In Valde-Onsrud, S, Lunde Vestad, I & Synnöve Blix, H. Gender Issues in Music Education: From Stereotypes to Multiple Possibilities? Routledge.
Persson, Mikael (2021) Estetisk eller Teknisk kompetens inom yrkeslärarutbildning. I Kontio, J & Lundmark, S. Yrkesdidaktiska dilemman. Natur och kultur. (s. 65-96)
Persson, Mikael & Backman-Bister, Anna (2021) A prima vista. Möjligheter och utmaningar med praktiknära forskningsprojekt i musikpedagogik. Kungl. Musikhögskolan, Stockholm.
Persson, Mikael & Sand, Eva (2021) En normkritisk blick på musikpedagogik. I Persson, M. & Backman-Bister, A. A prima vista. Möjligheter och utmaningar med praktiknära forskningsprojekt. Kungl. Musikhögskolan, Stockholm. (s. 121-142)
Persson, Mikael (2021) Samverkan mellan skolhuvudman och akademi. I Persson, M. & Backman-Bister, A. A prima vista. Möjligheter och utmaningar med praktiknära forskningsprojekt. Kungl. Musikhögskolan, Stockholm. (s. 163 – 184)
Persson, Mikael (2021) Möjligheter och utmaningar med praktiknära forskning i musikundervisning. I Persson, M. & Backman-Bister, A. A prima vista. Möjligheter och utmaningar med praktiknära forskningsprojekt. Kungl. Musikhögskolan, Stockholm. (s.185-202)