Music in the school life of newly arrived migrant children: potential paths to participation and belonging

Rinde, Felicity Burbridge; Kenny, Ailbhe

doi:10.1080/14613808.2021.1993165

Cited by 4 publications

(2 citation statements)

References 30 publications

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“…In a previous article I explored IC pupils' musical participation at Greenwood as a potential path to belonging (Rinde & Kenny, 2021). The focus for this article is teachers' and school leaders' perspectives as they aim to create an inclusive environment for newly arrived migrant children, both within the IC classroom and in the wider school community.…”

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confidence: 99%

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

Rinde

2022

International Journal of Music Education

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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.

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Section: Introductionmentioning

confidence: 99%

“… 8. The children showed good understanding of different expectations in different settings in the school, see Rinde & Kenny (2021). …”

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confidence: 99%

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

Rinde

2022

International Journal of Music Education

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Situational belonging in high school band ensembles and high schools

Siegal

2023

Psychology of Music

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Students’ perceived belonging in academic spaces has emerged as a critical nexus of overall academic achievement, social-emotional outcomes (e.g., self-concept and self-efficacy), and engagement in K–12 schools. Furthermore, researchers have documented inverse relations of belonging and psychological distress, alienation, and isolation. The purpose of this study was to investigate differences in participants’ levels of belonging in band ensembles and school outside of band ensembles. Participants of this quantitative study—suburban and rural high school band students in the Pacific Northwest region of the United States—responded to modified General Belongingness Scales and a Rosenberg Self-Esteem Scale to measure individuals’ perceived levels of belonging both in their band ensembles and in their schools outside of band ensembles. The data indicated that secondary music students experienced greater levels of belonging in band ensembles than in the school environment outside of band ensembles. These findings highlight the potential for band classes/ensembles to foster belonging and support social-emotional well-being for high school students and have the potential to inform secondary education policy.

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Music-making facilitates acculturation and reduces acculturative stress: Evidence from a survey of migrants living in Germany

Chantah,

Frankenberg,

Kasanda

et al. 2024

Psychology of Music

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Beneficial effects of music on wellbeing and group cohesion are well established. Furthermore, participation in music groups has been shown to be associated with increased orientation to the host culture, while orientation to culture of origin appears to remain unaffected. In order to gain insight into the effects of music activities on acculturative stress in adult migrants, a group of musically active migrants to Germany ( n = 80) was compared with migrants who had never played a musical instrument ( n = 86). We saw that music group members ( n = 42) reported lower levels of acculturative stress and a stronger orientation to mainstream culture compared to participants who are not actively making music. The association between music group membership and acculturative stress was mediated by orientation to host culture. Solo-musicians ( n = 38) did not differ from group-musicians and musically non-active subjects. We found no differences in orientation to the culture of origin between the study groups. The findings suggest that (group) music making can support acculturation processes in migrants.

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Music in the school life of newly arrived migrant children: potential paths to participation and belonging

Cited by 4 publications

References 30 publications

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

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

Situational belonging in high school band ensembles and high schools

Music-making facilitates acculturation and reduces acculturative stress: Evidence from a survey of migrants living in Germany

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