The musical actions of mobile youth

IF 1.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2025-04-17 DOI:10.1177/02557614251331675

Gabriela Ocádiz

引用次数: 0

Abstract

In this paper, I explore how newcomer youth navigated identity, agency, and adaptation through music education at the Youth Music Program (YMP) in Canada. By analyzing their musical actions, this paper challenges dominant vulnerability narratives and highlights students’ creative and adaptive capacities. Drawing on critical ethnography and sociological perspectives on musical agency, findings suggest that participatory music-making fosters belonging, identity negotiation, and social inclusion. Through improvisation, composition, and collective performance, students demonstrated flexible mobility and cultural integration. I conclude by underscoring the role of music education in shaping social interactions and reimagining belonging in the Canadian context of human mobility.

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流动青年的音乐行动

在本文中，我探讨了新移民青年如何通过加拿大青年音乐计划（YMP）的音乐教育来导航身份，代理和适应。通过分析他们的音乐动作，本文挑战了主流的脆弱性叙事，突出了学生的创新和适应能力。通过对音乐能动性的批判性民族志和社会学观点，研究结果表明，参与式音乐创作促进了归属感、身份协商和社会包容。通过即兴创作、作曲和集体表演，学生们展示了灵活的流动性和文化融合。最后，我强调了音乐教育在塑造社会互动和重新想象加拿大人类流动背景下的归属感方面的作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.