The aim of this study is to see how music teachers at secondary school work with the implementation of cultural heritage in teaching. What has been examined in the study is what the participating teachers believe that the curriculum aims at the existing cultural heritage, and what they themselves consider to belong to a cultural heritage. It is the qualitative method of interviewing informant and interviewer that has been used. Concepts that are important for this study are cultural heritage and culture. The study highlights different perspectives on culture and heritage and discusses how cultural heritage and identity come together. The teachers have told how they work with the implementation of the cultural heritage in the teaching and what they themselves consider appropriate to use and teach to the students. The teachers also conclude that identity is strongly linked to culture and cultural heritage, and discusses how teaching affects students in their identity creation. The study's analysis is viewed from a theoretical perspective with postcolonialism's way of seeing that the Westerners are seen as normative and Lévi-Strauss's way of looking at the interplay between cultures. / Målet med denna studie är att se hur musiklärare på högstadiet arbetar med implementeringen av kulturarvet i undervisningen. Det som har undersökts i studien är vad de deltagande lärarna tror att läroplanen syftar till gällande kulturarv, samt vad de själva anser tillhöra ett kulturarv. Det är den kvalitativa metoden med intervju mellan informant och intervjuare som har använts. Begrepp som är viktiga för denna studien är kulturarv och kultur. Studien lyfter fram olika synsätt på kultur och kulturarv samt diskuterar hur kulturarvet och identitet hör ihop. Lärarna har berättat hur de arbetar med implementeringen av kulturarvet i undervisningen och vad de själva anser vara lämpligt att använda sig av och lära ut till eleverna. Lärarna kommer även fram till att identitet är starkt sammankopplat med kultur och kulturarv, och diskuterar hur undervisningen påverkar eleverna i sina identitetsskapanden. Studiens analys ses ur ett teoretiskt perspektiv med postkolonialismens sätt att se att det västerländska ses som normativt samt Lévi-Strauss sätt att se på kulturers samverkan mellan varandra.

The purpose of this study is to use a qualitative method to investigate the Swedish curriculums of 1919, 1962 and 2011 in search of attitudes and different usages of the popular culture of the time. To reach these conclusions Antonio Gramsci’s theories about cultural hegemony have been applied to prove how the superior classes, in this study these classes are represented by the Swedish school as an institution, use popular culture to maintain sovereignty of the lower classes. Ergo the problem highlighted in this study is whether the cultural class society exists in a fixed state since the 1919’s with the school as the institution to implement the tradition of cultural hegemony. The study shows that, as the usage of popular culture has not become a more frequent tool recommended from the Swedish government, it has become more accepted that teachers do use it in various forms and that the demand of a canonised aesthetical selection has become almost eradicated.