Supporting Immigrant, Intercountry Adopted, and Refugee Students in Music Classrooms with Culturally Relevant and Responsive Approaches.
Saved in:
| Title: | Supporting Immigrant, Intercountry Adopted, and Refugee Students in Music Classrooms with Culturally Relevant and Responsive Approaches. |
|---|---|
| Authors: | Kang, Sangmi skang@esm.rochester.edu, Lee, Ji Won jlee76@u.rochester.edu |
| Source: | Music Educators Journal. Jun2025, Vol. 111 Issue 4, p65-72. 8p. |
| Subject Terms: | *Immigrants, *Music classrooms, *Cultural pluralism, *Music education, Refugees |
| Abstract: | In this article, we discuss the rationales for supporting immigrant, intercountry adopted, and refugee students in music classrooms and provide instructional examples from our lived experiences. Being uprooted from their familiar cultures and reimplanted in unfamiliar circumstances, immigrant, intercountry adopted, and refugee students may encounter various cultural, social, emotional, and linguistic obstacles. Music classrooms can be a safe place to empower them by adopting culturally relevant and responsive frameworks. Based on these asset-based frameworks, music teachers can (a) work with students' uniqueness and strengths, (b) cultivate competence toward the host culture through music, and (c) maintain identity toward the homeland culture through music. [ABSTRACT FROM AUTHOR] |
| Copyright of Music Educators Journal is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | In this article, we discuss the rationales for supporting immigrant, intercountry adopted, and refugee students in music classrooms and provide instructional examples from our lived experiences. Being uprooted from their familiar cultures and reimplanted in unfamiliar circumstances, immigrant, intercountry adopted, and refugee students may encounter various cultural, social, emotional, and linguistic obstacles. Music classrooms can be a safe place to empower them by adopting culturally relevant and responsive frameworks. Based on these asset-based frameworks, music teachers can (a) work with students' uniqueness and strengths, (b) cultivate competence toward the host culture through music, and (c) maintain identity toward the homeland culture through music. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00274321 |
| DOI: | 10.1177/00274321251332298 |
