Socially inclusive practices and transculturation in music education: engaging refugee background students

    Research output: Contribution to conferenceAbstractpeer-review


    As schools become increasingly culturally diverse, globalisation and cross-cultural exchange challenge teachers in complex, but exciting ways. Socially inclusive practices are considered when investigating the impact of music education on students in an Australian secondary school that has a high percentage of young people with a refugee background. Key findings from this case study research indicated that a music classroom that fostered socially inclusive practices resulted in a positive transcultural learning space. Music education was used as a vehicle to engage young refugee background students, which was indicative of three primary themes: creating a sense of wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. It is acknowledged that while some of these impacts were not always clearly distinguished from the more general experience of school, the student participants 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 critical role of music education and the Arts in contemporary and culturally diverse school contexts.
    Original languageEnglish
    Number of pages1
    Publication statusPublished - 2020
    EventInternational Conference on New Directions in the Humanities 2020 - University of Venice, Venice, Italy
    Duration: 1 Jul 20203 Jul 2020
    Conference number: 18th


    ConferenceInternational Conference on New Directions in the Humanities 2020
    Internet address


    • Case study
    • Education
    • Refugee-background students
    • Socially inclusive practice
    • Transculturation
    • Music Education

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