Kulturskolan i integrationens kraftfält

Sammanfattning: Title: Access to cultural education in a multi-ethnical context. The right to dance and play an instrument, to paint and work with film is taken for granted by many children in Malmoe today. The agenda explicitely phrases the intent of the publicly financed schools of art for children to reflect the multi-ethnic demographics of the city. Public community music schools of today, incorporate classes in all forms of art and are called "Culture schools". There is a long tradition of teaching and making music to lean on as a music teacher in Sweden. This paper tries to explore how these rights are expressed in the governing documents of the Culture school of Malmoe. How are they implemented? Is the demographic situation of Malmoe reflected in the recruitment of pupils to the Culture school? How can the multifaceted interaction between the actors involved be understood? In what way can we use this knowledge and look forward? In order to answer these questions, I have chosen to examine the cohort of 11-year-olds in Malmoe and its Culture school. I have collected data from Statistics Sweden and the municipal inhabitants record (KIR) concerning district affiliation and parental national descent. These groups of data were pair wise contrasted together with information concerning sex and average income in each district in order to find the factors best fit to explain the incongruences. The results show a considerable bias in recruitment of pupils to the Culture school. Among Malmoes children 40% have a descent other than Swedish. In the Culture school the corresponding figure is only 16%. The representation of children from each district does not follow the relative sizes of district populations. Average income in each district does seem to contribute to some of the explanation, but not sufficiently. Those 11-year-olds of Malmoe that have a non-Swedish descent, were most clearly underrepresented in the Culture school of all groups studied. Children from EU-member states were somewhat overrepresented, while children from countries outside Europe were underrepresented. The number of children with a non-Swedish descent in each district turned out to fit the different districts' representation of pupils in the Culture school quite well. Girls were very clearly overrepresented in the Culture school, irrespective of descent. The results are discussed in the light of Bourdieu's capital themes, and the critical theory of Habermas and Beck.