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

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 1 Half Title 2 Series 3 Title 4 Copyright 5 Dedication 6 Contents 8 List of figures and illustrations 11 List of tables 12 Notes on contributors 13 Acknowledgements 19 Introduction 20 Part I Foundations 24 1 Exploring the order and disjuncture of music projects in places affected by war 26 2 A model for developing music and music education activities for social cohesion in complex settings 41 Part II Cross-community environments 56 3 ‘I just feel I belong here’: homeless choirs and singing groups in the UK and Brazil 58 4 ‘Participatory songwriting’ as process/narrative: insights from a community music project with diverse communities in the North East of England 71 5 Playlists, connection, and Covid: making sense of lockdown and loss with songs in Mexico City and Glasgow 88 6 What are the landmarks in a community music project? The case of the Kithara Project 103 7 The impact of music education in social projects: two cases in South Brazil 119 8 Crescendo: using a music education programme to improve social outcomes in disadvantaged communities 134 9 Does the 21st-century music curriculum enable Northern Ireland’s children sing each other’s songs? 149 10 There is no global justice without global cognitive justice: envisioning music education through the ecology of knowledges in the context of Mexico 164 Part III Conflict and post-conflict environments 178 11 The art of positive fatalism 180 12 Arts for peace education in Chihuahua, Mexico: efforts, outcomes, and challenges of two community music programmes 191 13 Conflict transformation, scalability, and the non-governmental ear in a hip-hop social project in Iztapalapa, Mexico City 206 14 Expedición Sensorial programme: transformations in the role of cultural policies in peacebuilding in Colombia 221 15 Using sound ethnography to study a social music programme in Colombia 236 16 Every voice counts: the Listening Guide Method as a methodology to analyse musical and political identities of FARC ex-combatant musicians 249 Afterword: beyond social inclusion 271 Index 280 participatory,songwriting;,community,music;,human,geography;,transformative,encounters participatory songwriting,community music,human geography,transformative encounters