Inclusive socio-musical spaces for newly arrived migrant children in a Norwegian primary school: Teacher and school leader perspectives

Abstract

This ethnographic case study investigates how teachers and leaders in a Norwegian primary school perceive and promote an inclusive school environment for newly arrived migrant children through music. The analysis draws on two aspects of inclusion. The first is on whose terms inclusion takes place and whether newcomers have the opportunity to transform the existing social order. The second is the boundaries of inclusive practices: inclusion and exclusion are seen as processes separated by a boundary that, once crossed, can result in exclusion despite good intentions. The case is a primary school with a dedicated introductory class for newly arrived migrant children. The data collection instruments were participant observation, interviews and field conversations over a period of 10 months. There was a participatory element to the fieldwork in connection with the school’s ongoing development work to create an inclusive environment. Three socio-musical spaces were identified. The findings suggest that inclusive music practices face obstacles at individual, organisational and discursive levels. Fields of tension are identified relating to boundaries around what cultural expressions are welcomed and represented in the school; visibility and performance of home cultures; and exclusion and self-exclusion through musical markers of belonging.

Co-creating and co-producing learning environments in adult education through the World Café method

“…They created a welcoming hospitable space. This resonates well with research on the use of music to create and facilitate such welcoming spaces (Kenny, 2022b;Rinde, 2023). This provided personal comfort and safety.…”

Rural Early Childhood Educators’ Perception of Music-Based Pedagogy in Teaching Communication Skills to Children

“…37 Additionally, Cloete and Delport and Van Vreden added that music such as lullabies, folk songs, instrumental music, nature sounds, and video game music have been confirmed to be suitable for promoting children's spatial-temporal reasoning, numerical reasoning, and phonemic awareness. 38 A number of other researchers have written on the use of songs and rhymes for ECD/ECCE and Foundation Phase classrooms such as Music for Foundation Phase Learners' Academic Development; 39 Music to Support Children's cognitive development; 40 Music for the Socialization of newly arrived migrant children into Norwegian primary school; 41 Supporting learning of mathematics with music; 42 integrating music education to teach life skills to primary school learners. However, the focus of this study is exploring Rural ECD/ECCE educators' perception of using music-based pedagogy to support vulnerable children in the rural setting to develop their language skills.…”

La Niñez Migrante en la Voz de Educadoras de Preescolar: Desafíos y Estrategias para Abordar la Diversidad Cultural durante el COVID-19

“…Cultural diversity must also be addressed in the classroom through the creation of open and inclusive spaces in schools. Although these spaces can generate a sense of belonging and achievement for newly arrived children, it is vital to consider the specific needs and resources of these girls and boys (Rinde, 2023). Indeed, the use of language is considered a primary resource to express social and cultural identity and belonging to social groups.…”