Denna studie har som syfte att undersöka musiklärares syn på arbete för inkludering och ökad mångfald i kulturskolan. Studiens forskningsfråga handlar om hur musiklärare konstruerar och legitimerar sin syn på arbete för inkludering och ökad mångfald i kulturskolan. För att undersöka detta har tre fokusgruppsintervjuer genomförts på tre olika kulturskolor. Studiens teoretiska ramverk består av diskursteori och den data som genererats ur fokusgruppintervjuerna har bearbetats och analyserats med hjälp av diskursanalytiska redskap. I resultatet presenteras sex diskurser utifrån lärarnas konstruktioner om synsätt på arbete för inkludering och ökad mångfald i kulturskolan. Dessa handlar om att arbetet för inkludering och ökad mångfald ses som givet, som motsägelsefullt, som socialt utvecklande, som extern verksamhet, som svårt och som gemensamt ansvar. Resultatet presenterar även föräldrar och skola som två kontextuella påverkansfaktorer som på olika sätt påverkar diskurserna. I diskussionen behandlas två mer övergripande motstridiga diskurser om arbete för inkludering och ökad mångfald som självklart respektive icke självklart, i relation till tidigare presenterad litteratur. / The purpose of this study is to examine music teachers’ views on the work for inclusion and increased diversity in Swedish Community School of Music. The study’s research question concern how music teachers’ construct and legitimate their views on the work for inclusion and increased diversity in Swedish Community School of Music. To examine this three focus group interviews were held at three different schools. The theoretical framework of the study is discourse theory and the data generated from the focus group interviews has been processed and analyzed with discourse analytical tools. In the result the six discourses found are presented based on the teachers’ constructions about the work for inclusion and increased diver- sity in Swedish Community School of Music. These discourses is about how the work for inclusion and increased diversity is seen as given, as contradictive, as social developing, as ex- ternal activity, as difficult and as mutual responsibility. The result also shows parents and school as two contextual factors which affects the discourses in different ways. In the discussion two more general contrarious discourses, about the work for inclusion and increased diversity as obvious and non-obvious, are discussed in relation to previous presented literature.

This study is about information and materiality, more specifically how the different material manifestations of information affects the archivists in the Swedish Court archives. The primary focus is on how materiality affects archivists work with physical and digital information and how materiality affects the archivists themselves. This study uses interviews with archivists within the Swedish court archives as its primary source for analysis. By using primarily Actor-Network Theory and Discourse-theory alongside other scientific texts this study has shown in what ways materiality affects the daily work of archivists and their self-image. This study is relevant in many ways but primarily because there is little to none research of this kind that focuses on the court archives and as a result of that this study is relevant in the way it illustrates the importance and possibilities court archives for a dedicated scholar within archival science and other areas of information science. The results are as follows: materiality have many different ways of affecting the archivists and it does so on many different levels. With the focus on digital and physical information this study has come to the conclusion that materiality is an important aspect that cannot be overlooked. It affects how archivists work, how they think and how they practically handle physical and digital information.