Samverkan med relevans : en studie om hur skola och museum möts i styrning och praktik
(2025) ABMM74 20251Division of ALM, Digital Cultures and Publishing Studies
- Abstract (Swedish)
- This study’s problem formulation is based on the Swedish National Heritage Board’s report School and Cultural Heritage (2020), which calls for continued discussions about cultural heritage institutions as a pedagogical resource for schools. The purpose of this study is therefore to contribute knowledge about what relevance collaboration with museums can have for primary schools, and to map the factors that promote or hinder collaboration between primary schools and museums. The study takes the school’s perspective and, unlike previous studies on the topic, examines collaboration at a structural level. It is therefore based on interviews with informants at the municipal level, as well as on an analysis of policy documents that govern... (More)
- This study’s problem formulation is based on the Swedish National Heritage Board’s report School and Cultural Heritage (2020), which calls for continued discussions about cultural heritage institutions as a pedagogical resource for schools. The purpose of this study is therefore to contribute knowledge about what relevance collaboration with museums can have for primary schools, and to map the factors that promote or hinder collaboration between primary schools and museums. The study takes the school’s perspective and, unlike previous studies on the topic, examines collaboration at a structural level. It is therefore based on interviews with informants at the municipal level, as well as on an analysis of policy documents that govern municipal cultural activities and the education sector. The theoretical framework draws on neo-institutional theory and critical discourse analysis. The most significant contributions of the study are, firstly, how the epistemological perspectives of the institutions relate to and influence each other. The study shows that museums can offer students cultivation, but that vertical isomorphism within the field, including both schools and museums, affects how and what the museum is expected to teach. This occurs as museums adapt to the compulsory school curriculum. The study shows that this is not an unproblematic development. Secondly, the study shows that the concepts of schools and teachers are not interchangeable, based on the Education Act. The Act establishes a clear decision making hierarchy within schools, where the teacher’s authority is significantly limited. The study discusses why this confusion arises in the research field, and argues that it is due to the entrepreneurial role that teachers often play in school practice. The study emphasizes the importance of distinguishing between the concepts in order to identify structural factors that promote or hinder collaboration between the institutions. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9210528
- author
- Larsson, Emma LU
- supervisor
- organization
- alternative title
- Collaboration with Relevance. A study on how schools and museums meet in governance and practice
- course
- ABMM74 20251
- year
- 2025
- type
- H2 - Master's Degree (Two Years)
- subject
- keywords
- Museum, primary school, administration, cultivation, museum–school collaboration, cultural heritage, neo-institutional theory, critical discourse analysis, structural perspective, epistemology, vertical isomorphism
- language
- Swedish
- id
- 9210528
- date added to LUP
- 2025-09-16 08:36:58
- date last changed
- 2025-09-16 08:36:58
@misc{9210528,
abstract = {{This study’s problem formulation is based on the Swedish National Heritage Board’s report School and Cultural Heritage (2020), which calls for continued discussions about cultural heritage institutions as a pedagogical resource for schools. The purpose of this study is therefore to contribute knowledge about what relevance collaboration with museums can have for primary schools, and to map the factors that promote or hinder collaboration between primary schools and museums. The study takes the school’s perspective and, unlike previous studies on the topic, examines collaboration at a structural level. It is therefore based on interviews with informants at the municipal level, as well as on an analysis of policy documents that govern municipal cultural activities and the education sector. The theoretical framework draws on neo-institutional theory and critical discourse analysis. The most significant contributions of the study are, firstly, how the epistemological perspectives of the institutions relate to and influence each other. The study shows that museums can offer students cultivation, but that vertical isomorphism within the field, including both schools and museums, affects how and what the museum is expected to teach. This occurs as museums adapt to the compulsory school curriculum. The study shows that this is not an unproblematic development. Secondly, the study shows that the concepts of schools and teachers are not interchangeable, based on the Education Act. The Act establishes a clear decision making hierarchy within schools, where the teacher’s authority is significantly limited. The study discusses why this confusion arises in the research field, and argues that it is due to the entrepreneurial role that teachers often play in school practice. The study emphasizes the importance of distinguishing between the concepts in order to identify structural factors that promote or hinder collaboration between the institutions.}},
author = {{Larsson, Emma}},
language = {{swe}},
note = {{Student Paper}},
title = {{Samverkan med relevans : en studie om hur skola och museum möts i styrning och praktik}},
year = {{2025}},
}