A multi-case study of the ways music learning is used to meet the social, emotional and cultural challenges experienced by refugees and asylum seekers in Sydney

Abstract

This is a study of the ways in which refugee and asylum seeker learners benefit from engaging in community music programs during resettlement or detention. It explores the means by which music learning can address the social, emotional and cultural challenges often experienced after forced migration. This study examines three specific case study contexts: a choir, a general music education program and drumming workshops. As an intrinsic study, this thesis examines the circumstances particular to each case. Using participants’ accounts, observations of learning experiences and program documents, it explores the impact of the organisers’, teachers’ and learners’ expectations of and approaches to the programs. In addition, this project presents successful pedagogical principles on which others working with exiled communities can reflect. A close investigation of factors such as the learning environment, participants’ perceptions of music and motivations for involvement reveals self-identity as a core issue through which the various social, emotional and cultural challenges may be addressed.