Session/Séance 1b: CSTM Panel 2. Thursday/jeudi 25 May 2017. 10:30 am – 12:00 pm, EJB 130.
Sound Sources for Intercultural Empowerment & Social Justice
Chair: ANNA HOEFNAGELS (Carleton University)
1. Critical Ethnomusicology Pedagogy with Migrant Youth: Negotiating “Multicultural” Belonging in Edmontonian Schools
Rana El Kadi, University of Alberta
This paper draws on the experiences of 35 culturally diverse migrant youth that participated in my doctoral praxis at two junior high schools in Edmonton, Alberta. Through Critical Ethnomusicology Pedagogy (CEP), these students used participatory music-making and ethnomusicological research in order to explore their peers’ migrant identities as well as their own, while negotiating their senses of belonging within a multicultural context through relational terms. In my paper, I argue that CEP provides a performative-discursive space for migrant youth to: (a) contest the discourse of official Canadian multiculturalism, which reinforces cultural stereotypes and reproduces social inequities within schools; (b) express and negotiate their fluid musical identities and interests with peers of various cultures; and (c) (re)define what it means for migrant youth to “belong” in a multicultural context such as Canada.
2. (Be)longing and Activating (Be)longing: A Musical Intervention in the U.S. Gun Debate
Eric Hung, Rider University
In March/April 2017, as part of the 10-year memorial of the Seung-Hui Cho shootings, Virginia Tech will premiere (Be)longing, an oratorio by composer Byron Au Yong and writer Aaron Jafferis. Connected with this performance is Activating (Be)longing, which includes town forums, exhibits, and workshops that encourage participants to create artworks and activities based on the issues brought out by the piece. Au Yong and Jafferis believe that, in order to move forward in enacting more effective public policies about guns and gun violence, we need to go beyond the polarizing national debate by building community through the use of personal stories. My paper first discusses how (Be)longing mirrors conversations and arguments that occurred between the survivors, victims’ families, and the larger Virginia Tech community. Afterwards, I explore just how difficult moving beyond the national debate is, as demonstrated by a four-week workshop on (Be)longing in March/April 2016.
3. Beyond (dis)ability: Alternatives of Belonging Through Music, Theatre, and Garden
Louise Wrazen, York University
This paper considers the role of music in normalizing difference and (re)constructing the (dis)abled body. Each summer at Spiral Garden, children participate in an integrated program built around creative play and performance in an outdoor setting. Through music, theatre, and arts within a garden setting, the program creates an alternative space for children and youth with and without disabilities. Staff and participants build an inclusive environment rich in imaginative possibilities based on interdependence and belonging to contrast with the social exclusion many experience elsewhere. Following work on music and disability (Bakan) and acknowledging a theoretical framework that understands the body as the source of knowing (Johnson) and disability as a constructed minority identity (Siebers), this paper suggests that Spiral Garden models a relational way of being together and of being part of the natural environment that reinforces the normalcy of the incomplete subject (Davis) within a larger ecology of being.
Thursday Schedule | Programme - jeudi
(Session 1/Séance 1)