The overall aim of this thesis is to investigate music education in the eyes of immigrant parents, by examining the narratives of parents with non-Swedish backgrounds on the significance of music in their families. The specific aims of study is to investigate how these parents describe (i) the presence and role of music in their everyday lives and how it relates to their origin, and (ii) the importance of music learning to their children. The theoretical framework rests on the theories of Pierre Bourdieu and his definitions of various forms of capital: cultural, social, economic and symbolic capital. Furthermore his concept of habitus has been useful in order to understand the musical upbringing and the impact of the music in peoples’ lives.
Qualitative in-depth interviews were undertaken with 12 parents, six women and six men, now all living in Sweden, but with their background in eight different countries. The results are presented in three parts: (i) portraits of the parents and their backgrounds; (ii) the parents’ own narratives on music and music education and (iii) an analysis adopting the concept of social mobility. The discussion consists of perspectives on the practice of music as a potential tool for social success and integration of the children. It emphasizes the concepts of identity and music as a potential tool for social reconstruction. Class remobility, the reclaiming of social position through the next generation, and its possible impact on the upbringing of the child are also themes in focus. In conclusion, the complex interactions between teacher and parent, parent and child, student and teacher, three parties trialectically creating and nourishing teaching situations, are elucidated.