Socially inclusive practices in the music classroom: The impact of music education used as a vehicle to engage refugee background students

2019 ◽  
Vol 42 (2) ◽  
pp. 248-269 ◽  
Author(s):  
Renée Crawford
Keyword(s):  
Music Education ◽  
Social Inclusion ◽  
Culturally Diverse ◽  
Critical Role ◽  
Case Study Research ◽  
Cultural Exchange ◽  
Cross Cultural ◽  
Inclusive Practices ◽  
Music Classroom ◽  
The Impact

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.

Cultural exchanges: contrasts and perceptions of young musicians

2003 ◽  
Vol 20 (1) ◽  
pp. 73-82
Author(s):  
Colin Durrant
Keyword(s):  
South Africa ◽  
Music Education ◽  
Cultural Exchange ◽  
Emotional Life ◽  
Cultural Exchanges ◽  
Cultural Experiences ◽  
The Impact

This article focuses on young musicians' perceptions of their musical and cultural experiences while on a tour of South Africa during the summer of 2000. The young musicians were asked to keep journals throughout the tour in order to be able to recall their reactions and feelings about their various experiences. The comments, particularly the written ones from the young musicians, vividly display the impact of such experiences on their musical and emotional life. While conclusions are incomplete, some implications for the nature of cultural exchange and understanding and music education in general are put forward.

Equity in Music Education: Cultural Diversity in the Music Classroom—EMBRACE the Challenge

2019 ◽  
Vol 106 (2) ◽  
pp. 66-68
Author(s):  
Dee Ann Gray
Keyword(s):  
Middle School ◽  
Music Education ◽  
Cultural Diversity ◽  
Choral Music ◽  
Culturally Diverse ◽  
Music Classroom ◽  
Music Program ◽  
New Knowledge

Teaching middle school choral music in a culturally diverse middle school in Hawaii resulted in new knowledge about welcoming the challenges posed by diversity to the benefit of both students and educator. Concise strategies described in this article are applicable to any music program.

THE TRADITIONAL CULTURAL CHANGE OF MUONG PEOPLE IN HOA BINH PROVINCE TODAY

2019 ◽  
Vol 8 (3) ◽  
Author(s):  
Dinh Thi Thanh Minh
Keyword(s):  
Material Culture ◽  
Cultural Change ◽  
Traditional Culture ◽  
Cultural Exchange ◽  
Cross Cultural ◽  
Social Culture ◽  
Culture Material ◽  
The Impact ◽  
Near Future ◽  
Hoa Binh

In the process of development, every culture has its absorption, influence and change due to the impact of certain socio-economic conditions. Culture of ethnic minorities in general and traditional culture of Muong people in Hoa Binh province in particular, are also undergoing constant changes under the impact of economic, political and cross-cultural factors. In the context of the dramatic change of the country’s economy, the traditional culture of Muong people in Hoa Binh province also has profound changes on all aspects of life, such as spiritual culture, material culture, social culture... This transformation manifests itself on both positive and negative sides. Therefore, studying and pointing out problems arising in the process of cultural exchange and acculturation will help to give solutions, plans and orientations for the preservation and promotion of traditional culture of Muong ethnic group in Hoa Binh province in the near future.

Lessons Learnt from Communication for Disaster Preparedness: A Study on Six Survivors from the Great East Japan Earthquake and Tsunami 2011

2014 ◽  
Vol 9 (5) ◽  
pp. 879-886 ◽  
Author(s):  
Md. Faiz Shah ◽  
◽  
Parves Sultan ◽  
Keyword(s):  
Disaster Preparedness ◽  
Communication Systems ◽  
Situational Awareness ◽  
Critical Role ◽  
Case Study Research ◽  
Tohoku Earthquake ◽  
Sampling Technique ◽  
Vital Role ◽  
Great East Japan Earthquake ◽  
The Impact

Communication is a primary challenge in response to natural and man-made disasters. The purpose of this study is to determine the forms of communications that played a critical role in disaster preparedness during the 2011 Great East Japan earthquake and tsunami (Tohoku earthquake). The study used a case study research method and included six informants following the purposive sampling technique. Data was collected through unstructured in-depth interviews. The findings suggest that communication in all forms played a vital role in disaster preparedness. In the survivor’s view, however, the impact of broadcast media in establishing situational awareness was limited. Local disaster management efforts, such as, “on call,” or emergency measures, such as, personnel and trucks with communication systems, mobile phone alarms, and sirens were viewed by survivors as useful in transmitting unambiguous, specific messages in a demanding tsunami context. In particular, the study demonstrates that residents’ trust in risk/disaster related messages and mediums play vital roles in subsequent behaviour/response to natural disasters.

Consumers’ switching motivations and intention in the case of bank mergers: a cross-cultural study

2017 ◽  
Vol 35 (2) ◽  
pp. 254-274 ◽  
Author(s):  
Maya F. Farah
Keyword(s):  
Banking Sector ◽  
Service Providers ◽  
Critical Role ◽  
Real Life ◽  
Retail Banking ◽  
Cross Cultural ◽  
Switching Behavior ◽  
Content Type ◽  
Consumer Switching ◽  
The Impact

Purpose The purpose of this paper is to analyze consumer switching behavior, which in the retail banking sector is of outmost importance, particularly during financial crises and in their ensuing consolidation pressures. Moreover, research indicates that cultural values play a critical role in determining a customer’s likelihood to switch the service provider. The theory of planned behavior offers a comprehensive theoretical framework for an understanding of this behavior. Its application implies that switching is influenced not only by one’s attitudes toward changing banking service providers, but also by the merger situation at hand, the influence of significant others, and whether the switching decision is under one’s behavioral control. Design/methodology/approach This paper scrutinizes the merger between Lloyds TSB and Halifax Bank of Scotland in the Spanish market, with a focus on the differences between British and Spanish consumers. In all, 30 face-to-face exploratory interviews were conducted with a sample of customers from both nationalities selected through a purposive sampling technique. Findings The results indicate that the switching behavior within the banking sector is largely determined by one’s cultural background. While individualistic consumers are more prone to switch banks, collectivist consumers are highly risk averse and are unwilling to lose the established relations with a bank’s personnel. These particular characteristics make them unlikely to switch banks irrespective of a merger and its related consequences. Originality/value This paper examines the impact of cross-cultural differences on consumer switching motivations and intentions in the particular case of a real-life banks’ merger.

scholarly journals The interplay of rules, asymmetries in language fluency, and team dynamics in culturally diverse teams

2018 ◽  
Vol 25 (1) ◽  
pp. 157-182 ◽  
Author(s):  
Mary Vigier ◽  
Helen Spencer-Oatey
Keyword(s):  
Culturally Diverse ◽  
Case Study Research ◽  
Project Teams ◽  
Language Fluency ◽  
Structured Interviews ◽  
Data Set ◽  
Content Type ◽  
Implementation Processes ◽  
Rule Setting ◽  
The Impact

Purpose The purpose of this paper is to explore how newly formed culturally diverse project teams develop and implement rules, and how these processes may be affected by language-fluency asymmetries. Design/methodology/approach Using a case-study research design, the authors investigated three multicultural project teams within a management integration program in a multinational company in France. Their complete data set includes 37.5 hours of observations and 49 hours of semi-structured interviews. Findings Findings revealed that subgroups formed on the basis of language-fluency and this affected the development and implementation of rules. While rule-setting mechanisms emerged across teams, they varied in form. On the one hand, tightly structured rules emerged and rules were rigidly applied when there were greater language inequalities. In contrast, implicit behavior controls guided interactions when language-fluency subgroupings were less salient. The findings also revealed that the alignment of other individual attributes with language fluency reinforced subgroup divisions, further impacting the rule development and implementation processes. Practical implications Understanding rule development and implementation in culturally diverse teams and how these processes are impacted by language disparities enables managers to help members develop more successful behavioral patterns by keeping language-fluency (and other) attributes in mind. Originality/value The study extends and complements previous team research by providing in-depth insights into the process of rule development and implementation. It demonstrates the impact of language-fluency asymmetries and subgroup dynamics on these processes. The authors propose a model to capture the processes by which culturally diverse teams create rules, and how the rule-setting mechanisms might be moderated by faultlines such as language-based disparities.

A Cultural Immersion Field Experience: Examining Preservice Music Teachers’ Beliefs About Cultural Differences in the Music Classroom

2019 ◽  
Vol 28 (3) ◽  
pp. 43-57 ◽  
Author(s):  
Andrea J. VanDeusen
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Field Experience ◽  
Local Community ◽  
Music Teachers ◽  
The United States ◽  
Cultural Immersion ◽  
Music Classroom ◽  
Music Education Majors ◽  
The Impact

While the United States is becoming increasingly diverse with regard to race, ethnicity, primary language, religion, and culture, many educators feel unprepared to teach students from socioculturally diverse backgrounds. In this case study, I explored the impact of a cultural immersion field experience on preservice music educators’ beliefs and assumptions about teaching students whose backgrounds differ from their own. Nine undergraduate music education majors were placed with one of two elementary music teachers in a community that has a large proportion of Arab and Muslim Americans and immigrants. Participants did not immediately recognize the ways in which culture affected music teaching and learning. Through firsthand experiences in classrooms and the local community, however, they developed greater empathy for and understanding of Arab and Muslim students, began to recognize their own implicit biases, and developed a deepened understanding of the impact of culturally responsive teaching in the music classroom.

Loaded Questions for an Emerging World of Music Education Technology

2017 ◽  
pp. 156-162
Author(s):  
John-Morgan Bush
Keyword(s):  
Music Education ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Instrumental Music ◽  
Classroom Technology ◽  
Music Learning ◽  
Music Classroom ◽  
The Social ◽  
Information And Communication ◽  
The Impact

In order to provide the best possible education for our students, it is imperative to consider the all-too-human reactions to ICT (information and communication technology) as experienced by all stakeholders in the music learning environment. We must carefully evaluate several loaded questions to fully investigate the impact that ICT can have in our classrooms. This Further Perspective questions the various ways classroom technology can destabilize the long-standing model of apprenticeship to mastery in instrumental music as well as how professional pressure points motivate or deter the use of ICT in the music classroom. In addition, this chapter explores how the unchecked use of ICT applications can destabilize the social structures within musical learning communities.

Creating unity through celebrating diversity: A case study that explores the impact of music education on refugee background students

2016 ◽  
Vol 35 (3) ◽  
pp. 343-356 ◽  
Author(s):  
Renée Crawford
Keyword(s):  
Music Education ◽  
Social Inclusion ◽  
Best Practice ◽  
Positive Impact ◽  
Learning And Teaching ◽  
Practice Elements ◽  
The Arts ◽  
General Experience ◽  
The Impact

This article reports the findings of a case study that investigated the impact of music education on students in an F-12 school in Victoria, Australia that is considered as having a high percentage of young people with a refugee background. Key findings from this research indicated that music education had a positive impact on this group of young refugee students, which related to three primary themes: fostering a sense of wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. While some of these impacts were not always clearly distinguished from the more general experience of school, the students did identify some best practice elements of music learning and teaching that link to these three themes in a number of interrelated contexts. This research raises important questions about the ways in which education might be approached in schools with a high percentage of refugee background students and reaffirms the necessity of music and the arts as an important component.

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