This ethnographic case study investigates how teachers and leaders in a Norwegian primary school perceive and promote an inclusive school environment for newly arrived migrant children through music. The analysis draws on two aspects of inclusion. The first is on whose terms inclusion takes place and whether newcomers have the opportunity to transform the existing social order. The second is the boundaries of inclusive practices: inclusion and exclusion are seen as processes separated by a boundary that, once crossed, can result in exclusion despite good intentions. The case is a primary school with a dedicated introductory class for newly arrived migrant children. The data collection instruments were participant observation, interviews and field conversations over a period of 10 months. There was a participatory element to the fieldwork in connection with the school’s ongoing development work to create an inclusive environment. Three socio-musical spaces were identified. The findings suggest that inclusive music practices face obstacles at individual, organisational and discursive levels. Fields of tension are identified relating to boundaries around what cultural expressions are welcomed and represented in the school; visibility and performance of home cultures; and exclusion and self-exclusion through musical markers of belonging.

这个民族志案例研究调查了挪威小学的教师和领导如何通过音乐感知和促进新移民儿童的包容性学校环境。该分析借鉴了包容性的两个方面。首先是包容的条件，以及新来者是否有机会改变现有的社会秩序。第二个是包容性实践的界限：包容和排斥被视为由一个边界分隔的过程，一旦跨越，尽管有良好的意图，仍可能导致排斥。案例是一所小学，为新来的流动儿童开设了专门的入门班。数据收集工具是为期 10 个月的参与者观察、访谈和现场对话。与学校正在进行的发展工作相关的实地工作具有参与性，以创造一个包容的环境。确定了三个社会音乐空间。研究结果表明，包容性音乐实践在个人、组织和话语层面面临障碍。确定了与学校欢迎和代表哪些文化表现形式的界限有关的紧张领域；本土文化的知名度和表现；以及通过音乐归属标记的排斥和自我排斥。确定了与学校欢迎和代表哪些文化表现形式的界限有关的紧张领域；本土文化的知名度和表现；以及通过音乐归属标记的排斥和自我排斥。确定了与学校欢迎和代表哪些文化表现形式的界限有关的紧张领域；本土文化的知名度和表现；以及通过音乐归属标记的排斥和自我排斥。