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.

中文翻译：

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音乐课堂中的社会包容性实践：音乐教育的作用被用来吸引难民背景学生

随着学校在文化上日益多样化，全球化和跨文化交流以复杂而激动人心的方式挑战着老师。本文报道了音乐教育对澳大利亚维多利亚州一所中学学生的影响。社会融合的做法是研究的重点，因为学校有难民背景的年轻人比例很高。许多基于学校的音乐经验为跨文化交流和谈判提供了机会，并描述了多种交流方式。音乐教育被用作吸引年轻的难民背景学生的工具，这表明了三个主要主题：个人福祉，社会包容（一种归属感）以及对学习的更多参与。该案例研究的主要发现表明，一个音乐教室培养了社会包容性实践，产生了积极的跨文化学习空间。这项研究提出了关于音乐教育和艺术在当代和文化上多样化的学校环境中的关键作用的重要问题。