Music facilitator experiences of working in asylum seeker centres: Complexities, dilemmas and opportunities

Kenny, Ailbhe

doi:10.1177/02557614221076150

Cited by 5 publications

(3 citation statements)

References 20 publications

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“…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.…”

Section: Counterbalancing Social Control and Safetysupporting

confidence: 70%

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

Ravneberg

2024

Front. Educ.

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IntroductionThis article analyzes teachers’ efforts in preventing negative social control among newly arrived refugees at a Norwegian Adult Education Center (AEC). As the teachers realized that micro aggressive behavior hindered learning, they aimed for improving the learning environment. The World Café method (WCM) was implemented to change the learning environment in a positive way.MethodsData was collected by passive observation with participatory elements. This was followed up with individual and focus-group interviews on what happened during three World Café dialogues.ResultsThis article uses management theories to analyse whether and how the implementation of the World Café was successful. The findings emphasize professional discretion combined with co-creation and co-production as organizational prerequisites for a positive change within the learning environment. The leaders at the AEC conducted professional discretion by employing bilingual immigrants as assistants at the AEC.DiscussionThe bilingual assistants used their multilingual resources and experiences with secondary language teaching in the planning and implementation of the World Café sessions for the newly arrived refugees. They contributed by co-creation and co-producing the WCM together with Norwegian born teachers. Their participation was an innovation at the AEC and led to a positive change in the learning environment.

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Section: Counterbalancing Social Control and Safetysupporting

confidence: 70%

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

Ravneberg

2024

Front. Educ.

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“…Thus, resilience refers to intrapersonal actions leading to internal changes such as the capacity for adapting, resisting or overcoming risks and challenges. Empowerment, being externally oriented, is directed to producing changes in inter-relational and community power dynamics (accompanying the more internal or more psychological shifts; Kenny, 2022;Kenny and Young, 2022;Verbena et al, 2022). Another differentiating aspect between resilience and empowerment is associated to context or circumstances.…”

Section: Liquid Integration and The Processual Construction Of Vulner...mentioning

confidence: 99%

Double transition of young migrants in Luxembourg: vulnerable, resilient and empowering integration trajectories in the period of youth

Oliveira,

Nienaber,

Bissinger

et al. 2024

Front. Sociol.

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Migrant integration trajectories have become more complex, open, uncertain, and continuously changing, over time. For young migrants, their integration endeavour intersects with their process of transition to adulthood, a double transition that poses additional challenges. Recent theoretical perspectives such as “liquid integration” aim at focusing on the dynamic, processual, and temporal nature of migrant integration. The present article focuses on the dynamic interplay of obstacles and enablers that, over time, interact to construct complex, often non-linear, and open-ended integration and coming of age trajectories of young migrants (aged from 18 to 30 years) coming from outside the European Union (EU) to EU countries. Empirical results from the H2020 MIMY (Empowerment through liquid Integration of Migrant Youth in vulnerable conditions) research project in Luxembourg will be presented. In order to address the goal of the research, qualitative data were gathered by means of N = 38 interviews with young migrants with different migratory paths, characteristics and experiences, and specifically included: young migrants from non-EU Portuguese-speaking countries (N = 16), refugees living in reception centres (N = 15), migrants who since arriving in Luxembourg have become publicly visible (N = 7). Content analysis of the interviews allowed a twofold purpose: (1) capturing the unfolding of intersectional integration obstacles that over time play a decisive role in the building of conditions of vulnerability of the double transition under analysis; (2) capturing the multidimensional resources that interactively build up to give rise to resilient and empowering integration and coming of age experiences. The identification of decisive multidimensional obstacles and resources present in the integration endeavour during the process of coming of age allowed us to capture differentiated routes of vulnerability, on the one hand, and resilience/ empowerment on the other. Key ingredients of both vulnerable and more resilient and empowering integration and coming of age trajectories are identified as well as their relational dynamics, enabling to address key challenges for the resilience and empowerment of young migrants in the process of negotiating their transition to adulthood amidst their integration challenges in the Luxembourgish society.

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“…At the same time, despite these needs and the scholarly interest in community music projects, research-based practices that concentrate on the professional development of the artist-facilitator and on the material that is used in these particular types of interventions are still scarce. Kenny (2022) does highlight the importance of incorporating professional development and reflective practice within community music projects. Moreover, Vougioukalou et al (2019) emphasize that the facilitators should thoroughly consider the types of music used in this type of interventions in order to support positive change, expression and emancipation among participants.…”

Section: Introductionmentioning

confidence: 99%

Moving in musicking: the evolving pedagogical practice of the artist-facilitator within asylum seeker centers

2023

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The field of community music has been continuously expanding during the last years alongside the need for experienced musicians who can carry out music activities for culturally diverse groups. Based on previous studies, we identified a need for research-based practices for training musicians and music teachers who wish to facilitate community music projects. We believe that it is important to incorporate reflexive practice in order to inform the planning of the workshops, but also to support the needs of the participants. The article examines the evolution of the pedagogical practice of the artist-facilitator in active music making with children, during a series of movement-based musical workshops at an asylum seeker center in Netherlands. We used an exploratory case study integrating Action Research, in order to focus on the artist-facilitator’s pedagogical practice, the participatory role of the children and the content of this type of workshops. The researchers describe the adopted pedagogical approach based on a set of guiding principles and key components that supported the design and content of the workshops. Based on a cyclical process (plan-act-observe-evaluate), the findings from every cycle were incorporated in the next one by analyzing the video footage of the workshops and the immediate reflections of the artist-facilitator. Data analysis revealed a set of recurring themes that reflect crucial aspects of the artist-facilitator’s practice. Furthermore, a set of pedagogical implications are proposed that can be directly implemented within the practice of artists-facilitators who wish to engage in activities with children at asylum seeker centers.

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Music facilitator experiences of working in asylum seeker centres: Complexities, dilemmas and opportunities

Cited by 5 publications

References 20 publications

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

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

Double transition of young migrants in Luxembourg: vulnerable, resilient and empowering integration trajectories in the period of youth

Moving in musicking: the evolving pedagogical practice of the artist-facilitator within asylum seeker centers

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