Music and Social Inclusion (SEMPRE Studies in The Psychology of Music)

Description

How do we develop social inclusion through musical activities? What is the power of music in enhancing individual inclusion, group cohesion, and cross-community work in post-conflict environments? How can we investigate social music programmes and interventions? This comprehensive volume offers new research on these questions by an international team of experts from the fields of music education, music psychology, ethnomusicology, and community music. The book celebrates the rich diversity of ways in which learners of all ages participate in social music projects in complex settings. Contributions focus broadly on musical and social processes, considering its conceptualisation and practices in a number of contexts. The authors examine how social music projects can be fostered in complex settings, drawing examples from schools and community settings. These critical chapters will inspire readers to think deeply about social music interventions and their development. The book will be of crucial interest to educators, policymakers, researchers, and students, as it draws on applied research from across 14 countries, of which ten are in the Global South. Cover Half Title Series Title Copyright Dedication Contents List of figures and illustrations List of tables Notes on contributors Acknowledgements Introduction Part I Foundations 1 Exploring the order and disjuncture of music projects in places affected by war 2 A model for developing music and music education activities for social cohesion in complex settings Part II Cross-community environments 3 ‘I just feel I belong here’: homeless choirs and singing groups in the UK and Brazil 4 ‘Participatory songwriting’ as process/narrative: insights from a community music project with diverse communities in the North East of England 5 Playlists, connection, and Covid: making sense of lockdown and loss with songs in Mexico City and Glasgow 6 What are the landmarks in a community music project? The case of the Kithara Project 7 The impact of music education in social projects: two cases in South Brazil 8 Crescendo: using a music education programme to improve social outcomes in disadvantaged communities 9 Does the 21st-century music curriculum enable Northern Ireland’s children sing each other’s songs? 10 There is no global justice without global cognitive justice: envisioning music education through the ecology of knowledges in the context of Mexico Part III Conflict and post-conflict environments 11 The art of positive fatalism 12 Arts for peace education in Chihuahua, Mexico: efforts, outcomes, and challenges of two community music programmes 13 Conflict transformation, scalability, and the non-governmental ear in a hip-hop social project in Iztapalapa, Mexico City 14 Expedición Sensorial programme: transformations in the role of cultural policies in peacebuilding in Colombia 15 Using sound ethnography to study a social music programme in Colombia 16 Every voice counts: the Listening Guide Method as a methodology to analyse musical and political identities of FARC ex-combatant musicians Afterword: beyond social inclusion Index