Music in primary schools and social inclusion of immigrant pupils in Norway

Felicity Burbridge Rinde

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.

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.

To collect data, an ethnographic case study of music lessons and music activities in an urban primary school with an intensive language class is carried out, including:

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

The theoretical starting points of the study are:

  • 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)

Project period: 2017 – 2021

Moments from the open seminar arranged by Culture, Criticism, Community 20th February 2019

The open seminar Student – teacher-artist collaborations: Developing multi-professional creative partnerships in schools was arranged by the CCC research group 20th February 2019 at Western Norway University of Applied Sciences, campus Bergen. Here are some moments from the seminar. You find the whole program under Events in this blog.

Ailbhe Kenny is sharing her experiences from a teacher-artist collaboration project in Ireland.
Jonas Cisar Romme and Kari Holdhus are sharing experiences from the Disko project at Stord, Norway.
Panel discussion with the audience moderated by Silje Valde Onsrud. In the audience there were teachers from schools, artists, researchers in the arts and people adminestring the Cultural Rucksack in Western Norway, funding artistic projects for schools.

Culture, Criticism, Community well represented at RIME 2019

Members of the CCC research group were well represented at RIME 2019, a conference for research in music education hosted by Bath Spa University 23rd – 26th April 2019 in England.

Felicity Burbridge Rinde, Tine Grieg Viig, Kari Holdhus, Judy Lewis and Catharina Christophersen at the RIME conference 2019 in Bath.

Tine Grieg Viig presented her completed doctoral thesis “The Dynamics of Creative Music Making: a sociocultural perspective on learning in creative musicking practices”.

Judy Lewis presented a paper called “Networks of musical meaning: exploring multimodal musical listening and its implications for musical teaching and learning”

Felicity Burbridge Rinde presented a poster of her Ph.D. project Music in primary schools and social inclusion of immigrant pupils.

Kari Holdhus participated in a panel discussion named “Expending the space for improvisation pedagogy in music. What can we learn from a transdisciplinary approach?”

For more information about the conference, have a look at this website: https://www.bathspalive.com/Online/default.asp?BOparam::WScontent::loadArticle::permalink=RiME2019&BOparam::WScontent::loadArticle::context_id=