{"title":"The musical actions of mobile youth","authors":"Gabriela Ocádiz","doi":"10.1177/02557614251331675","DOIUrl":null,"url":null,"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.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"30 1","pages":""},"PeriodicalIF":1.2000,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Music Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/02557614251331675","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.
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