ABSTRACT

This article addresses migrant children’s entries into new education systems from the vantage point of musical participation. Through an ethnographic study of one Norwegian primary school, it investigates what scope for musical participation is available to newly arrived migrant children in a dedicated introductory class, and how their engagement with music contributes to a sense of belonging. Four themes emerged: (1) Self-presentation and creativity; (2) New roles; (3) Memories of family and home; and (4) Belonging. The experiences in this study highlight that intercultural music education is about far more than content. The importance of relational competences developed through group musical activity and social interplay was continually to the fore, as well as the need for teacher reflexivity over the lack of neutrality of (musical) knowledge and skills in the classroom. Musical participation in schools then requires the fostering of intercultural competence among teachers, pupils and the entire school culture.

摘要

本文从音乐参与的角度探讨流动儿童进入新教育体系的问题。通过对一所挪威小学的民族志研究，它调查了在专门的入门课程中新来的农民工儿童有哪些参与音乐的空间，以及他们对音乐的参与如何有助于产生归属感。出现了四个主题：（1）自我展示和创造力；(2) 新角色；(3) 家人和家的回忆；(4) 归属。本研究的经验表明，跨文化音乐教育不仅仅是内容。通过集体音乐活动和社会互动发展的关系能力的重要性不断凸显，以及教师对课堂中（音乐）知识和技能缺乏中立性的反思的需要。学校的音乐参与需要在教师、学生和整个学校文化中培养跨文化能力。