SOAS University of London

Department of Music, School of Arts

Music, Education and Social Inclusion

MESI logo

Date: 20 July 2017Time: 12:00 PM

Finishes: 21 July 2017Time: 7:00 PM

Venue: Russell Square: College Buildings Room: 21 July - G3; 22 July - S209

Type of Event: Symposium

Increasingly, members of the International Council for Traditional Music, an organisation founded in London exactly seventy years ago in 1947, and a non-governmental organization in formal consultative relations with UNESCO, are concerned about music education around the world, and how music can be used to aid social inclusion (or, equally, how music education curricula can reinforce aspects of social exclusion). The symposium at SOAS on 20-21 July 2017 aims to address these concerns and, subject to the agreement of participants, to use the event as a launch pad to set up an ICTM Music Education and Social Inclusion Study Group.

Participants who have submitted papers include scholars, academics and musicians from Africa, Asia, Europe, the Americas and the Caribbean, and Australia reflecting the multicultural nature of the collective.

The thematic focus for the symposium revolves around historically excluded groups such as women and young girls, ethnic minorities, those with vulnerabilities including the disabled and other marginal groups who have been systematically unrepresented or under-represented in music education. Exclusion reflects wider socially discriminatory practices that are perpetrated and transmitted through schooling, in ways that shape society at large beyond schools and academic institutions. Papers will focus on exploring multifaceted educational practices in relation to a wider spectrum of broader issues and thinking, including:

  • Education and Representation
  • Issues of Identity in Education 
  • Social inclusion and Education
  • Education and International Development
  • Ethnomusicology, Transmission Practices (teaching/learning) and Social Inclusion


UPDATED PROGRAM – subject to minor changes*

Thursday 20 July, G3 Main Building, SOAS

12.00-12.45 Registration & Refreshments

12.45-13.00 G3 Main Building, Welcome 

13.00-14.00 G3 Main Building, Keynote 1 – Professor Huib Schippers

"Music Education and Social inclusion: Rhetoric, Realities, and Directions for the Future"

In conjunction with the SOAS World Music Summer School, 'World Music in the Classroom' 

Director and Curator, Smithsonian Folkways, Washington, former Dean, Queensland Conservatorium, and author of 'Facing the Music: Shaping Music Education from A Global Perspective' (Oxford University Press, 2010) and 'Sustainable Futures for Music Cultures: An Ecological Perspective' (Oxford University Press, 2016).


While in many instances, music education emerged from calls for greater access by people from all backgrounds, present-day realities only rarely bear this out. While the conceptualisation and realisation of institutionalised, regulated music transmission has often been based on convincing rhetoric in terms of inclusion, it has rarely been thought through beyond laudable intentions. 

In this presentation, I will try to address three main reasons why so many music education systems have fallen short in terms of social inclusion: the –often monocultural– content of the lessons; didactic and pedagogical models failing to take into account different ways of learning; and a lack of understanding of the place and importance of (learning) music across social and cultural divides. 

In combination with a number of exemplary practices that have evolved over the past three decades, insights in the three areas above can be put to good use by informing changes in present settings for music education and the development of new ones, with the purpose of providing more equitable access to learning music, fit for purpose and sensitive to context. 

14.00-15.15 G3 Main Building, Session 1A – Music Workshops for Social Inclusion and Empowerment (Sara Selleri)

  • 14.00-14.30: Kanykei Mukhtarova (University of Alberta, Canada) “Central Asian Ethnojazz Laboratory”
  • 14.30-15.15: Linda Buratto and Girls Rock London (London, UK) “Empowering Women and Girls through Music Writing Workshops and Live Performance” Video presentation

15.15-15.30 Session break

15.30-17.00 G3 Main Building, Paper Session 2 – Integration, Social Inclusion and Identity Cultivation of the Diaspora and other Marginalities in the Classroom through Music Educational Practices (James Nissen)

  • 15.30-16.00: Eva Fock (ICTM National Committee, Denmark) “Inclusive Exclusion or…?”
  • 16.00-16.30: Zuzana Jurková (Charles University, Prague, Czechia) “Who’s Inclusion? Music as a Medium of Social Integration at Charles University, Prague”
  • 16.30-17.00: Cholong Sung (SOAS, London, UK) “Identity Cultivation Through the Cultural Education: the London Korean School Case Study“

17.00-17.30 Tea/coffee break

17.30-18.30 Keynote 2 – Professor Patricia Shehan Campbell

“Traditions and Transformations of Music in Schools and Communities”

University of Washington, Seattle, former Chair of the College Music Society and Vice-President of the Society for Ethnomusicology, and author of 'Lessons from the World' (Shirmer, 1991), 'Songs in Their Heads: Music and Its Meaning in Children's Lives' (Oxford University Press, 1998 & 2010), and 'Teaching Music Globally' (Oxford University Press, 2004).


While acknowledging our long history in the musical engagement of children, youth, and adults in schools, I recognize our continued efforts in providing the substance of a musical education for all who desire (and require) it.

Culturally responsive teaching, shaped by a consciousness of music and musicians hailing from local communities and global cultures, informs as well as transforms mindful music education policy and practice. I argue for the study of music as core of a culturally conscious pedagogy in universities, with full flow to young learners in elementary and secondary schools.

Further, I suggest that experiences in listening, participatory musicking, performance, composing-improvising, and the interdisciplinary study of music as art, humanistic endeavor, and social behavior lead to discovery by children, youth (and their teachers) of music, the community, and the world.

18.30-19.30 G3 Main Building, Paper Session 4 – Social Inclusion through Music Education in South America: Combating Gang-Related Violence Teaching Percussion-based Music in Colombia and the Complexities of Including Autochthonous “Música LLanera” into Classical Western Music-based “El Sistema” in Venezuela (Morgan Davies)

  • 18.30-19.00: Ian Middleton (University of Illinois, Urbana Champaign, USA) “Musical Play in Siloé: Combating Gang-Related Violence in Cali, Colombia”
  • 19.00-19.30: Elaine Sandoval (Graduate Center, City University of New York, USA) “Localizing Pedagogies: the inclusion of Música LLanera in El Sistema

20.30-22.30: DLT Lecture Theatre, Main Building, MESI Music Performance

For details of the event please click HERE

Friday 21 July, S209 Paul Webley Wing and G52 Main Building, SOAS


9:30-11.00 S209 Paul Webley Wing, Paper Session 4Engendered Music Education and Transmission Practices: Challenging Dichotomies, Going Beyond “Feminized” Instruments and Breaking Through Male-Dominated Careers (James Nissen)

  • 9.30-10.00: Gertrud Maria Huber (PhD Independent Scholar, Baldham, Germany) “Becoming a Professional Harpist: On the Role of Academic Music Education“
  • 10.00-10.30: Francesca Cassio (Hofstra University, New York, USA) “Is Performing Liturgical Chants a Gendered Profession? Old and New Challenges in the Sikh Tradition”
  • 10.30-11.00: Marie Agatha Ozah (University of Port Harcourt, Nigeria) “Rituals, Music, and Dance as Embodiments of African Indigenous Knowledge”

9.30-11.00 G52 Main Building, Session 5 – Globalization, Migration, Identity, Minorities and Cultural Advocacy: Integrations between Traditional & non-Traditional Musics and Multicultural Exchanges in Transmission and Educational Practices (Patrick Allen)

  • 9.30-10.30: José Buenconsejo (UP College of Music, Manila, Philippines) “Seven Dances of Life“ Video Presentation
  • 10.30-11.00: Mayco Santaella (Sunway University, Kuala Lumpur, Malaysia) “Redefining Music Education through Cultural Advocacy: Three Developmental Strategies Among the Kaili of Central Sulawesi, Indonesia”

11.00-11.30 Tea/coffee break

11.30-13.30 S209 Paul Webley Wing, Session 6Intersections between Ethnomusicology, Music Education, Social Inclusion, International Development and Donor’s Programmes (Sara Selleri)

  • 11.30-12.00: Gillian Howell (Griffith University, Queensland, Australia) “Music Education and the Promise of International Aid and Development”
  • 12.00-12.30: Titus Olusegun (Obafemi Awolowo University, Ile-Ife, Nigeria) "Music as Intervention on Health and Environmental Sustainability in Nigeria" 
  • 12.30-13.30: Panel on Music, Education & Aid – Sara Selleri (SOAS, Palladium UK) in Conversation with Hannah Perry (Amnesty International, prev. M&C Saatchi), Dave Carey (Chickenshed Theatre Company), Sarah Sternberg (Girl Effect) and Huib Schippers (Smithsonian Folkways).

13.30-14.30 Lunch


14.30-16.30 S209 Paul Webley Wing, Paper Session 7AIntegrating Autochthonous/Traditional/Folk Musics in the Curricula and Teaching Practices of Formal Academic Institutions and Music Degrees (James Nissen)

  • 14.30-15.00: Patrick Allen (SOAS, London, UK) “Inclusion and Excellence in Music Education: Case Studies from an English Comprehensive School”
  • 15.00-15.30: Emily Sayers (SOAS, London, UK) “What National Curriculum for Music? The Inequalities Underlying the Shallow Musical Odyssey Observed by Ofsted (2012)”
  • 15.30-16.00: Cara Stacey (University of Cape Town, South Africa) “Afrikan Freedom Principle: Jazz, bow and mbira experiments in present southern African contexts”
  • 16.00-16.30: Sara Selleri (SOAS, London, UK) “Interchanges Between Socio-cultural Practices and Music Education: Issues of Re-Presentation, Exclusion and Invisibilization in Music Transmission in Italy and Puerto Rico”

14.30-16.00 G52 Main Building, Paper Session 7BIntegrating Autochthonous/Traditional/Folk Musics in the Curricula and Teaching Practices of Formal Academic Institutions and Music Degrees (Keith Howard)

  • 14.30-15.00: Monoshina Khanom (University of Dhaka, Bangladesh) “The Impact of Music on Adolescents in Underdeveloped Countries”
  • 15.00-15.30: Hao Yong-Guang (The Academy of Korean Studies, Seongnam, South Korea) “A Comparative Study of Traditional Music Culture Passed Down through Textual Analysis of Compulsory Education Music Textbooks in China and South Korea”
  • 15.30-16.00: Chengyu Zhang (Hunan First Normal University, Changsha, China and Monash University, Melbourne, Australia) “Ethnomusicology in Traditional and Folk Music Education: An Experimental Study”

16.05-16.45 G52 Main Building, Session 1BMusic Workshops for Social Inclusion and Empowerment (Emily Sayers)

  • Michael Davidson (SOAS, London, UK) “Who wants to play the Ukulele anyway?“ Workshop Presentation

16.30-17.00 Tea/coffee break

17.00-19.00 S209 Paul Webley Wing, RoundtableKey themes for the establishment of a MESI Study Group within ICTM

Facilitators: Keith Howard (SOAS, London, UK), Sara Selleri (SOAS, London, UK) and James Nissen (The University of Manchester, UK).


*N.B. Please note that this program is SUBJECT TO CHANGE only in case of unforeseen events such as VISA and travel restrictions, in which case adjustments might be made. Changes will be promptly communicated to participants. The Call for Papers is now closed.

There is no registration fee but registration is required. Please register your attendance here.

Organiser: Keith Howard, Sara Selleri and James Nissen

Contact email: