Vient de paraître : Music and Arts in Action, vol. 9, no 1 (2025), « Music Education Among Refugee and Migrant Youths: Sharing, Belonging, Including », sous la dir. de Alix Didier Sarrouy et Chrysi Kyratsou.
« Against a globally persisting pattern of (forced) migration1and exile, music teaching and learning remains a significant creative and educational practice among (forced) migrant youth, with the potential to ameliorate suffering and foster potentially inclusive opportunities (Marsh, 2016; Odena, 2022; O’Neill, 2008; Kallio et al., 2021). Access to all art forms, including music, is a right promoted by UNESCO’s Global Framework for Culture and Arts Education.2Motivated and committed music educators, as well as the organisations for which they work, attempt to utilise the potential of music as an artistic and creative expression. The actions and possibilities that each musical setting encourages are variable, determined by the intersections among migrant populations, host society members, educational organisations, and the socio-economic-political contexts within which these actions occur (O’Flynn, 2005). The pedagogies underpinning music teaching-learning play a decisive role in materialising visions around inclusion(s) and even expressions of citizenship, as long as they consider the particularities of each context (Hess, 2015; Sarrouy et al., 2022; cf.Kyratsou,2022; cf.Stokes, 2023; cf.Turino, 2008). »
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