This article builds from a multi-sited ethnographic study on immigrant students’ musical agency, conducted in three lower secondary school classrooms in the capital cities of Finland, Sweden and Norway. The focus of the article is twofold, and concerns what kinds of meanings the participating students ascribed to the music from their own or their parents’ homelands as well as how this music was negotiated within music classrooms and the wider school contexts to which these students belonged. The findings showed that students’ ascribed meanings and performed negotiations were rich and complex, and this is taken as a point of departure when discussing these findings’ potential for informing teachers’ practice in multicultural music classrooms.
AndersonW. M.CampbellP. S. (Eds.). (2011). Multicultural perspectives in music education, Volume 1 (3rd ed.). Lanham, MD: Rowman & Littlefield Education.
2.
BanksJ. A. (2004). Historical development, dimensions, and practice. In BanksJ. A.McGeeC. A.Banks (Eds.), Handbook of research on multicultural education (pp. 3–29). San Francisco, CA: Jossey-Bass.
3.
BanksJ. A. (2009). Multicultural education: Dimensions and paradigms. In BanksJ. A. (Ed.), The Routledge international companion to multicultural education (pp. 9–32). New York, NY and London, UK: Routledge.
4.
Batt-RawdenK.DeNoraT. (2005). Music and informal learning in everyday life. Music Education Research, 7(3), 289–304.
5.
BogdanR. C.BiklenS. K. (2006). Qualitative research for education. An introduction to theories and methods. Boston, MA: Pearson International Edition.
6.
BreslerL. (in press). “Seeing as” versus “seeing more”: Cultivating connections in arts-based research. In SmilanC.MiragliaK. (Eds.), Inquiry in action: Paradigms, methodologies and perspectives in art education research. Reston, VA: NAEA.
7.
BrunstadE.RøynelandU.OpsahlT. (2010). Hip hop, ethnicity and linguistic practice in rural and urban Norway. In TerkourafiM. (Ed.), The languages of global hip hop (pp. 223–255). London, UK: Continuum International Publishing.
8.
CampbellP. S. (1998). Songs in their heads. Music and its meaning in children’s lives. New York, NY: Oxford University Press.
9.
CampbellP. S. (2004). Teaching music globally: Experiencing music, expressing culture. Oxford, UK: Oxford University Press.
10.
DeNoraT. (2000). Music in everyday life. Cambridge, UK: Cambridge University Press.
11.
ElliottD. J. (1995). Music matters. A new philosophy of music education. Oxford, UK: Oxford University Press.
12.
Finnish National Advisory Board on Ethics. (2009). Ethical principles of research in the humanities and social and behavioural sciences and proposals for ethical review. Retrieved from http://www.tenk.fi/ENG/ethicalreview.htm
FolkestadG. (2002). National identity and music. In MacDonaldR. A. R.HargreavesD. J.MiellD. (Eds.), Musical identities (pp. 151–162). Oxford, UK: Oxford University Press.
15.
FrithS. (1996). Music and identity. In HallS.du GayP. (Eds.), Questions of cultural identity (pp. 108–127). London, UK: SAGE.
16.
GayG. (2010). Culturally responsive teaching. Theory, research, and practice (2nd ed.). New York, NY: Teachers College Press.
17.
GiddensA. (1984). The constitution of society. Outline of the theory of structuration. Oxford, UK: Blackwell Publishers.
18.
GiddensA. (1991). Modernity and self-identity: Self and society in the late modern age. Stanford, CA: Stanford University Press.
19.
GoetzJ. P.LeCompteM. D. (1984). Ethnography and qualitative design in educational research. New York, NY: Academic Press.
20.
HallS. (1992). The question of cultural identity. In HallS.HeldD.McGrewA. (Eds.), Modernity and its futures (pp. 274–316). Oxford, UK: Polity in association with the Open University.
21.
HamillC. (2005). Indian classical music as taught in the West: The reshaping of tradition? In CampbellP. S.DrummondJ.Dunbar-HallP.HowardK.SchippersH.WigginsT. (Eds.), Cultural diversity in music education. Directions and challenges for the 21st century (pp. 143–149). Bowen Hills, Australia: Australian Academic Press.
22.
KarlsenS. (2011). Using musical agency as a lens: Researching music education from the angle of experience. Research Studies in Music Education, 33(2), 107–121.
23.
KarlsenS. (2012). Multiple repertoires of ways of being and acting in music: Immigrant students’ musical agency as an impetus for democracy. Music Education Research, 14(2), 131–148.
24.
KarlsenS. (in press). Exploring democracy: Nordic music teachers’ approaches to the development of immigrant students’ musical agency. International Journal of Music Education: Research.
25.
KarlsenS.WesterlundH. (2010). Immigrant students’ development of musical agency – exploring democracy in music education. British Journal of Music Education, 27(3), 225–239.
26.
KarlsenS.WesterlundH. (2012, January). Teaching music in liquid modernity: Opening public arenas for existing negotiations and dealing with plurality and change. Paper presented at Cultural Diversity in Music Education, Singapore.
27.
KvaleS.BrinkmannS. (2009). InterViews: Learning the craft of qualitative research interviewing (2nd ed.). Thousand Oaks, CA: SAGE.
28.
LumC. H. (2008). Home musical environment of children in Singapore. On globalization, technology, and media. Journal of Research in Music Education, 56(2), 101–117.
29.
LumC. H.MarshK. (2012). Multiple worlds of childhood: Culture and the classroom. In McPhersonG. E.WelchG. F. (Eds.), The Oxford handbook of music education (pp. 381–398). New York, NY: Oxford University Press.
30.
LundquistB.SzegoC. K. (Eds.). (1998). Musics of the world’s cultures. Reading, UK: International Society for Music Education.
31.
MacDonaldR. A. R.HargreavesD. J.MiellD. (Eds.). (2002). Musical identities. Oxford, UK: Oxford University Press.
32.
MarshK. (2008). The musical playground. Global tradition and change in children’s songs and games. New York, NY: Oxford University Press.
33.
MarshK. (2012). “The beat will make you be courage”: The role of a secondary school music program in supporting young refugees and newly arrived immigrants in Australia. Research Studies in Music Education, 34(2), 93–111.
34.
MarshK. (2013). Music in the lives of refugee and newly arrived immigrant children in Sydney, Australia. In CampellP.WigginsT. (Eds.), The Oxford handbook of children’s musical cultures (pp. 492–509). New York, NY: Oxford University Press.
35.
MilesM. B.HubermanA. M. (1994). Qualitative data analysis. Thousand Oaks, CA: SAGE.
36.
NerlandM. (2004). Musikkpedagogikken og det musikkulturelle mangfoldet. Noen utfordringer for musikkpedagogisk virksomhet i vår tid [Music education and musical diversity. Some challenges for music education practices in our time]. In JohansenG.KalsnesS.VarkøyØ. (Eds.), Musikkpedagogiske utfordringer. Artikler om musikkpedagogisk teori og praksis [Challenges of music education. Articles on music education theory and practice] (pp. 135–148). Oslo, Norway: Cappelen Akademisk Forlag.
OlneckM. R. (2004). Immigrants and education in the United States. In BanksJ. A.McGee BanksC. A. (Eds.), Handbook of research on multicultural education (pp. 3–29). San Francisco, CA: Jossey-Bass.
39.
PhelanP.DavidsonA. L.YuH. C. (1993). Students’ multiple worlds: Navigating the borders of family, peer, and school cultures. In PhelanP.DavidsonA. L. (Eds.), Renegotiating diversity in American schools (pp. 52–88). New York, NY: Teachers College Press.
40.
PoleC.MorrisonM. (2003). Ethnography for education. Maidenhead, UK: Open University Press.
41.
PotterR. A. (1995). Spectacular vernaculars. Hip-hop and the politics of postmodernism. New York: State University of New York Press.
42.
SætherE. (2008). When minorities are the majority. Voices from a teacher/researcher project in a multicultural school in Sweden. Research Studies in Music Education, 30(1), 25–42.
43.
SætherE. (2010). Music education and the Other. Finnish Journal of Music Education, 13(1), 45–60.
44.
SchippersH. (2010). Facing the music. Shaping music education from a global perspective. Oxford, UK: Oxford University Press.
45.
SchippersH.CampbellP. S. (2012). Cultural diversity: Beyond “songs from every land”. In McPhersonG. E.WelchG. F. (Eds.), The Oxford handbook of music education (Vol. 1, pp. 87–104). Oxford, UK: Oxford University Press.
46.
SmallC. (1998). Musicking. The meanings of performing and listening. Middletown, CT: Wesleyan University Press.
TarrantM.NorthA. C.HargreavesD. J. (2002). Youth identity and music. In MacDonaldR. A. R.HargreavesD. J.MiellD. (Eds.), Musical identities (pp. 134–150). Oxford, UK: Oxford University Press.
52.
TerkourafiM. (2010). Introduction: A fresh look at some old questions. In TerkourafiM. (Ed.), The languages of global hip hop (pp. 1–18). London, UK: Continuum International Publishing.
53.
VolkT. M. (1998). Music, education, and muticulturalism. Foundations and principles. Oxford, UK: Oxford University Press.
54.
WesterlundH. (2002). Bridging experience, action, and culture in music education (Doctoral thesis, Sibelius Academy, Helsinki, Finland). Retrieved from http://ethesis.siba.fi/showrecord.php?ID=268302
