Socially inclusive practices in the music classroom: The impact of music education used as a vehicle to engage refugee background students

Abstract

<jats:p> As schools become increasingly culturally diverse, globalisation and cross-cultural exchange challenge teachers in complex but exciting ways. This article reports on the impact of music education for students in a secondary school in Victoria, Australia. Socially inclusive practices were a focus of the study as the school has a high percentage of young people with a refugee background. A number of school-based musical experiences provided opportunities for cross-cultural exchange and negotiation, and diverse communications are described. Music education was used as a vehicle to engage young refugee background students, which was indicative of three primary themes: personal wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. Key findings from this case study research indicated that a music classroom which fostered socially inclusive practices resulted in a positive transcultural learning space. This research raises important questions about the critical role of music education and the arts in contemporary and culturally diverse school contexts. </jats:p>

Beyond the dots on the page: Harnessing transculturation and music education to address intercultural competence and social inclusion

“…The key distinguishing feature of transculturation is the emphasis on cultures’ reciprocal flows and the transformative effects it has on constructions and understandings of self and others. It has been used to ‘describe and analyse the complex, reciprocal, bi- or multi-directional flows and exchanges between cultures that share geographical, social, economic, linguistic or other kinds of proximity’ (Crawford, 2019a, p. 3). Pratt (1991) referenced transculturation to examine ways in which people negotiate intercultural spaces or ‘contact zones’ within the arts context.…”

“…Transculturation involves the mutual transformative effects of ‘giving and taking’ across cultures for both refugee migrants and the community of destination. Studies have indicated that students were able to translate aspects of self into a new context using the arts learning they gained from participating in music classes (Crawford, 2017, 2019a); which is part of the ongoing dynamic of identity construction and of settlement experiences (Hale & de Abreu, 2010; Zittoun et al., 2003).…”

“…This was not just a case of cultural exchange as refugee background students were provided with opportunities to broaden their own culture and knowledge by being introduced to and becoming skilled at new music, while teachers and the wider community also learnt new things from refugee background students and their families about cultural traditions, values, knowledge and capital. ‘New social realities (Ortiz, 1995) are created by transculturational practices in which elements of different cultural understandings and ways of being that occupy shared social spaces are fused into a new whole’ (Crawford, 2019a, p. 3). Music education has the potential to develop a new social reality through its emphasis on cross-cultural learning and sharing as a fundamental tenet of musical activity.…”

“…Studies of young people from lower socio-economic contexts, small minority ethnic groups and who are considered ‘at risk’ 4 found that school or community-based arts education programmes have the ability to engage and motivate students providing them with agency and improved outcomes for social learning (Bahri, 2006; Bambridge et al., 2010; Donelan & O’Brien, 2008; Galton, 2008; Kelman et al., 2005; Krensky, 2001; Marsden & Thiele, 2000; O’Brien & Donelan, 2005, 2007; Waldorf, 2002). Findings about the potential of music and arts education in schools for engaging young people through discourses and practices of inclusion, belonging and social connectedness (Windle, 2009) point to how situating the arts in classrooms can promote social competence and transculturational behaviours (Crawford, 2019a). These benefits extend to the wider community resulting in social and cultural cohesiveness, connectedness, respect and tolerance (Bamford, 2006; Bolzan, 2003; Dreeszen et al., 1999; Fleming, 2006; K. Robinson, 1999).…”

“…Australia has always been known as one of the most multicultural countries in the world, but as globalisation becomes the norm and we begin to welcome people from countries with vastly different backgrounds, experiences, ideologies, values and belief systems, how can we harness the power of education to develop intercultural competence 3 and enhance social inclusion? The learning opportunities and educational content that students engage with at school requires a reconsideration to account for the social, cultural and economic differences and similarities embodied within the changing society and contemporary student cohort (Crawford, 2019a; Gale et al., 2017). More specifically, what role can music education play in fostering transculturational practices that provide opportunities for personal, social and academic achievement?…”