Felicity Burbridge Rinde

Felicity Burbridge Rinde is a Ph.D. candidate in music education. Her project is entitled Music in primary schools and social inclusion of immigrant pupils.

The object of the research project is to explore in what ways music in schools might contribute to social inclusion of newly arrived immigrant pupils in Norwegian primary schools. The main research question is: How might music lessons and participatory music activities contribute to or impede the social inclusion of newly arrived immigrant pupils in Norwegian primary schools?

Project period: 2017 – 2021

About the project:

Background

Norway has recently experienced a relatively large influx of immigrants that has led to rapid changes in its formerly fairly homogeneous society and school system.

The national curriculum states that music as a school subject plays a central role in adapted teaching in an inclusive school, and that in a multicultural society music education has the potential to contribute to pupils’ positive identity formation through encouraging a sense of belonging to their own cultures and cultural heritage, as well as tolerance and respect for other people’s cultures.

This PhD project is a critical investigation of participatory music making as an arena for inclusion and community building in primary schools with intensive language classes for newly arrived immigrant pupils, exploring dynamics of inclusion and exclusion.

 Method and fieldwork site

Ethnographic case study of music lessons and music activities in an urban primary school with an intensive language class.

  • Non-participant observation
  • Interviews with pupils, teachers and head
  • Field notes and researcher reflexive log
  • Pilot project participatory music workshops

Start of data collection April 2019.

 Theoretical starting points

  • Intercultural education (Portera, 2010)
  • Socialisation into educational settings that allows ‘newcomers’ to be active subjects in their new surroundings (Biesta, 2015)
  • Potential communities of musical practice (Kenny, 2016) in schools with intensive language classes
  • Building community through musical participation (Turino, 2008)
  • Musical action as a performative, social phenomenon (Bowman, 2007)
  • Inclusion and exclusion processes for minority language students in Norwegian schools (Hilt, 2016; Jortveit, 2014)

Supervisory team

Main supervisor: Catharina Christophersen, HVL, Norway

Secondary supervisors: Vibeke Solbue, HVL, Norway and Ailbhe Kenny, Mary Immaculate College, University of Limerick, Ireland

Project period: 2017 – 2021

E-mail: fbur@hvl.no

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