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)
PhD-project leader: Felicity Burbridge Rinde
Project period: 2017 – 2021