The Silenced Discourse - Students with Intellectual Disabilities at the Academy of Music in Sweden

Oct 15, 2026

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A critical study examines the first collaboration between students with intellectual disabilities and the Academy of Music in Sweden. Drawing on post-structuralist and social constructionist theories, the article analyzes video observations from rhythmics lessons involving students with intellectual disabilities and a group of student teachers. Findings show that a “silenced discourse” arises from perceived insufficiencies in students with disabilities as rhythmics leaders and from relative differences in skill compared with student teachers. The discussion addresses normalization, inclusion, and a hegemonic educational discourse in Swedish education policy.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Purpose and focus of the study

Inclusion as an academic and social model

Australian Journal of Teacher Education | Volume 37 | Issue 9 | Article 4 | | --- | --- | | 2012
The Silenced Discourse: Students with Intellectual Disabilities at the Academy of Music in Sweden
Marie-Helene Zimmerman Nilsson
Halmstad University, [marie-helene.zimmerman_nilsson@hh.se](marie-helene.zimmerman_nilsson@hh.se)
Claes Ericsson
Halmstad University, [claes.ericsson@hh.se](claes.ericsson@hh.se) | | Recommended Citation Zimmerman Nilsson, Marie-Helene and Ericsson, Claes (2012) "The Silenced Discourse: Students with Intellectual Disabilities at the Academy of Music in Sweden,"Australian Journal of Teacher Education: Vol. 37: Iss. 9, Article 4. Available at: [http://ro.ecu.edu.au/ajte/vol37/iss9/4](http://ro.ecu.edu.au/ajte/vol37/iss9/4) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol37/iss9/4](http://ro.ecu.edu.au/ajte/vol37/iss9/4) Australian Journal of Teacher Education The Silenced Discourse: Students with Intellectual Disabilities at the Academy of Music in Sweden Marie-Helene Zimmerman Nilsson Claes Ericsson Halmstad University Sweden Abstract: In this article, based on a larger research project, the ambition is to critically discuss the first collaboration between students with intellectual disabilities and the Academy of Music in Sweden. The article presents an analysis of video observations of lessons in rhythmics, related to an encounter between the students with intellectual disabilities and a group of student teachers. The theoretical and methodological framework emanates from post-structuralist and social constructionist theories. The results show that the silenced discourse, the unspoken, is constructed from the fact that the students with disabilities both are insufficiently skilled for the task as leaders in rhythmics, and less skilled than the student teachers. Finally, the silenced discourse is discussed, where assumptions of normality and issues of inclusion are addressed as well as a hegemonic discourse in the Swedish politics of education. Introduction In 2008, the Swedish Government ratified an UN resolution concerning the Rights of Disabled Persons (Soc.dep., DS, 2008:23), which states that persons with intellectual disabilities should be given access to higher education, vocational training, adult education and life long learning on equal terms with others. The resolution reveals a shift in paradigms, from an attitude towards persons with disabilities as objects in need of support, to persons capable of making their own decisions, provided that the environment is adjusted and adequate assistance is offered. Despite this and the fact that education is considered such an important aspect for an independent life and good living conditions, persons with intellectual disabilities have limited possibilities to study at institutions of Higher Education in Sweden today. In fact, there are no examples of Governmental support of studies in higher education for persons with intellectual disabilities in the aesthetic field. This article, based on a larger research project, has the ambition to critically discuss the first collaboration between students with intellectual disabilities (SID) and the Academy of Music (AM) in Sweden. Here, concepts as normalization, empowerment and constructions of identities are considered as central. The article focuses on the students´ lessons in rhythmics, their reception of the education, the knowledge formation that is constructed and the discourses that develop in interaction between students and teachers in a classroom context. The aim is to investigate subject positions that are constructed in rhythmic lessons relating to an encounter where SID are working with a group of student teachers, and to describe how constructions of identity are manifested in interaction between the actors. Furthermore, the aim is to describe the knowledge formation that is constructed within this conte

FAQs

What is the article’s main focus regarding students with intellectual disabilities in Sweden?

It critically discusses the first collaboration between students with intellectual disabilities and the Academy of Music in Sweden, focusing on rhythmics lessons and how identities and knowledge are constructed in interaction.

Which research approach and theoretical framework does the article use?

The study analyzes video observations and draws on post-structuralist and social constructionist theories to interpret discourses and identity construction in the classroom context.

What does the study identify as “silenced discourse”?

The “silenced discourse” is constructed through unspoken assumptions: students with disabilities are framed as insufficiently skilled to lead rhythmics and as less skilled than student teachers.

Oct 15, 2026

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