Music education as a means to enhance the perceived sense of social inclusion and to empower the young through increased employment in Eastern Uganda

Abstract

Uganda has a rich culture in music, with musical skills having traditionally been passed down orally from one generation to the next. In school, music as a subject is featured in the National Curriculum; however, its teaching varies widely from school to school. Yet, due to music playing a vital role in the culture, musical activities take place daily and musicians are regularly needed in events. Engaging in musical activities could potentially empower young Ugandans and help them with feeling socially included in their communities. The current study aimed to investigate whether music education could potentially be used as a tool to empower young people through an enhanced sense of social inclusion. In total, 125 locals in the Eastern part of Uganda participated in the study. In the first phase, 125 participants completed a survey and, in the second phase 30 participants were randomly chosen for in-depth interviews. A mixed-method approach was adapted. The findings provide evidence for a much needed enhanced musical training, consequently providing the young with employable skills. The findings further indicate that being musically active in one's community can potentially enhance feelings of social inclusion and belonging amongst young Ugandans. In the long term, improved music education in schools could result in increased feelings of belonging and wellbeing amongst the young in rural parts of Uganda.

A scoping review of international mindedness and related concepts in music education, 2000–2020

“…I found seven studies that discuss community‐based or government initiatives, which have aimed to enhance the social inclusion of marginalised peoples through music education (Jeanneret & Brown, 2012; Junqueira, 2010; Sauer, 2012; Tettey, 2019; Welch et al, 2014; Yerichuk, 2015; Yerichuk & Krar, 2019). For example, Welch et al (2014) examined, through a research evaluation, if there is a link between children's singing development and their feelings of social inclusion.…”

Young People in Newfoundland and Labrador: Community Connectedness and Opportunities for Social Inclusion

“…Although there are personal and environmental level social exclusion factors, such as ill health, limited income, social stigma, and transportation difficulties, young people are resilient, creative, and innovative enough to identify and take advantage of opportunities for social inclusion. Formal and informal networks that afford and support access to different identities and resources (Brady et al, 2020; Kermode et al, 2021; Korkiamaki & O’Dare, 2021; Tettey, 2019) are means by which young people participate in activities that promote personal growth and community building. The findings suggests that, to some extent, young people in NL derive the benefits of social inclusion, including the development of personal and interpersonal skills (Korkiamaki & O’Dare, 2021; Olsson et al, 2018; Rose et al, 2012), to help navigate the transition to adulthood.…”

“…These studies show that support for youth entrepreneurship is a great way to empower young people to pursue careers in the informal economy and to contribute to building their communities. In addition, research by Tettey (2019) has shown that engaging youth in culturally grounded activities such as music and dance enables young people to develop artistic talents and stay connected to their communities. Further, research has found that formal interventions targeted to youth, such as peer-led wellness groups, do well to in promoting a sense of social inclusion among youth who are mentally ill by reducing social isolation (Kermode et al, 2021).…”

“…The question of inclusion is especially important for youth who are experiencing mental illness, as they may be misunderstood and face isolation by various social networks in the community (Kermode et al, 2021). Existing research indicates that, globally, there are growing threats to youth social inclusion, but that we can learn from young people about ways in which they could be supported to feel connected to and included in their communities (Dolan & Rajak, 2016; Hilson & Osei, 2014; Kermode et al, 2021; Korkiamaki & O’Dare, 2021; Tettey, 2019). The present study extends the literature by focusing the gaze on young people in NL, Canada.…”