Music pedagogy as an aid to integration? El Sistema-inspired music activity in two Swedish preschools

The study focuses on how preschool and musical school teachers experience working with El Sistema-inspired activity at two municipal preschools in a multicultural district in a medium-sized Swedish town. What, according to the educators, is the most significant aspect of working with El Sistema-inspired activities? The theoretical point of departure is the theory on communities of practice, a distinction between integration and assimilation and perspectives on intercultural education. The study is based on semi-structured interviews. According to the teachers, the most significant aspect of working with an El Sistema-inspired activity is experiencing joy. The teachers also express that they consider the activities to be tools for integration, allowing children and parents to integrate into Swedish society. Using an intercultural perspective, it appears that the teachers' reasoning, to a certain extent, promotes assimilation rather than integration, with Swedishness as a prerequisite for a social community.