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

The Dynamics of Creative Music Making: A sociocultural perspective on learning in creative musicking practices

Tine Grieg Viig

The compilation thesis entitled The Dynamics of Creative Music Making: A sociocultural perspective on learning in creative musicking practices investigates how learning in creative practices can take shape and be facilitated when children and adolescents create music. Continue reading “The Dynamics of Creative Music Making: A sociocultural perspective on learning in creative musicking practices”

Understanding presentation as a learning activity in Teacher Education

Øystein Røsseland Kvinge

Performing the pre-formed: A multimodal take on presentation in teacher education

This PhD project is part of the IMTE project and is motivated by the common goal of conceptualising improvisation in different educational contexts.  Presentation, supported by PowerPoint, is the preferred mode of teaching in higher education, and it is prevalent in teacher education as well.    The study observes student-teacher’s presentations of various topics for their peer students. The aim is to analyse and understand this practice by approaching it from three different perspectives.

Continue reading “Understanding presentation as a learning activity in Teacher Education”