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  3. 11. Experience, Understanding and Intercultural Competence: The Ethno Programme
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Experience, Understanding and Intercultural Competence: The Ethno Programme

  • Sarah-Jane Gibson(author)
Chapter of: Teaching Music Performance in Higher Education: Exploring the Potential of Artistic Research(pp. 271–286)
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Title Experience, Understanding and Intercultural Competence
SubtitleThe Ethno Programme
ContributorSarah-Jane Gibson(author)
DOIhttps://doi.org/10.11647/obp.0398.14
Landing pagehttps://www.openbookpublishers.com/books/10.11647/obp.0398/chapters/10.11647/obp.0398.14
Licensehttps://creativecommons.org/licenses/by-nc/4.0/
CopyrightSarah-Jane Gibson
PublisherOpen Book Publishers
Published on2024-05-27
Long abstract

Ethno is JM International’s program for folk, world and traditional music. Founded in 1990, it is aimed at young musicians (up to age 30) with a mission to revive and keep alive global cultural heritage. Originating in Sweden, but now present in over 40 countries, Ethno engages young people through a series of annual international music gatherings as well as workshops, concerts and tours, working together with schools, conservatories and other groups of youth to promote peace, tolerance and understanding (https://ethno.world/about/). 
In this chapter, I consider the research questions to what extent should an intercultural music programme also focus on developing intercultural understanding and competency? Is it enough for participants to have an intercultural musical experience without allowing time for critical reflection to develop intercultural competencies? Further to this I consider how the nonformal approach of Ethno may support intercultural understanding and how this contrasts with intercultural programmes in formal HEI institutions. Research findings are drawn from a four-year international research project exploring the hypothesis that Ethno provides transformational socio-cultural and musical significances for participants (www.ethnoresearch.org ). Findings are based on ethnographic fieldwork at Ethno events and interviews with over 250 participants, organisers and ‘artistic mentors’ (on-site musical leaders).  The research was conducted by The International Centre for Community music (ICCM) in collaboration with JM International. I also draw upon my HEI teaching with a particular focus on ‘Ethno inspired’ workshops we ran as a means of contrasting the experience of intercultural learning in a formal institution to demonstrate how this research has broadened sociological and musical understandings of other cultures for my university students. Research findings suggest that those attending Ethno gatherings are ready to have intercultural dialogues, they are curious and open toward people that are different. Our research also highlights the importance participants place on being with ‘like-minded people’. The chapter ultimately considers whether there is value in facilitated time for critical reflection during intercultural music gatherings in order to develop intercultural competencies.

Page rangepp. 271–286
Print length16 pages
LanguageEnglish (Original)
Locations
Landing PageFull text URLPlatform
PDFhttps://www.openbookpublishers.com/books/10.11647/obp.0398/chapters/10.11647/obp.0398.14Landing pagehttps://books.openbookpublishers.com/10.11647/obp.0398.14.pdfFull text URL
HTMLhttps://www.openbookpublishers.com/books/10.11647/obp.0398/chapters/10.11647/obp.0398.14Landing pagehttps://books.openbookpublishers.com/10.11647/obp.0398/ch11.xhtmlFull text URLPublisher Website
Contributors

Sarah-Jane Gibson

(author)
Music Lecturer at York St John University
https://orcid.org/0000-0003-3098-3231

Dr Sarah-Jane Gibson is a music lecturer at York St John University, United Kingdom. She completed a four-year post-doctoral research project into the Ethno-World organisation at the International Centre for Community music in December 2022. Her PhD research, completed in 2018, focused on community and identity formation through amateur choral singing in Northern Ireland. Her research interest is how to build intercultural understanding through music-making. Sarah-Jane has a background in music education, having worked as a classroom music teacher in Primary and Secondary schools in South Africa, the United Kingdom and the United States. She is a singer, pianist and choral conductor. Publications include the ethnographic monograph 'Building Community choirs in the Twenty-first century' (Intellect, 2023).

References
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  5. Bäckström, Magnus, Ribeiro, Hugo, Ahlbom, Peter, ‘An Autobiographical History of Ethno Sweden: A Testimonial about its Origins, Underlying Ideology and Initial Goals’, ORFEU, 4/2 (2019), 7–29
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  17. Gayraud, Elise, Towards an Ethnography of a Culturally Eclectic Music Scene. Preserving and Transforming Folk Music in Twenty-First Century England (unpublished PhD Thesis, Durham University, 2015)
  18. Gibson, Sarah-Jane, ‘Ethno on the Road and Varldens Band: Beyond the Ethno Gatherings’ (York: York St John University, 2022)
  19. ——, ‘Case Study: Ethno Sweden. A Catalyst for Change’, in Ethno Research Pilot Case Studies (York: York St John University, 2019)
  20. ——, Community Choirs in Northern Ireland: Reimagining Identity through Singing (Bristol: Intellect, 2023)
  21. Gibson, Sarah-Jane, Lee Higgins, Ryan Humphrey, Linus Ellström, Helena Reiss, and Lisandra Roosioja, 30 Years of Ethno: The History of Ethno (York: York St John University, 2022)
  22. Hess, Juliet, Music Education for Social Change: Constructing an Activist Music Education (New York: Routledge, 2019)
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  25. ——, ‘Case Study: Ethno Portugal: Crossing the Threshold’, in Ethno Research Pilot Case Studies (York: York St John University, 2019)
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  29. Mantie, Roger and Toroni, Pedro, Marvelling at the Ethnoverse: Intercultural learning through traditional music in Ethno Music Gatherings ed. by Lee Higgins and Sarah-Jane Gibson (Bristol: Intellect, 2024) pp. 96–113
  30. Nwezi, Meki, Israel Anyaharu, and Tom Ohiaraumunna, Musical Sense and Musical Meaning: An Indigenous African Perception (Pretoria: UNISA Press, 2008) 
  31. Pettigrew, Thomas and Linda Tropp, ‘A Meta-Analytic Test of Intergroup Contact Theory’, Journal of Personality and Social Psychology, 90.5 (2006), 751–83
  32. Shippers, Huib, Sharing Songs, Shaping Community (York: York St John University, 2022)
  33. Solis, Ted, ‘Introduction. Teaching What Cannot be Taught: an Optimistic Overview’, in Performing Ethnomusicology: Teaching and Representation in World Music Ensembles, ed. by Ted Solis (Berkeley and Palo Alto: University of California Press, 2004), pp. 1–19
  34. White, Bob, ‘The Promise of World Music: Strategies for Non-Essentialist Listening,’ in Music and Globalization: Critical Encounters, ed. by Bob White (Bloomington: Indiana University Press, 2012), pp. 189–218
  35. Williams-Gualandi, Debra, ‘Intercultural Understanding: What Are We Looking For and How Do We Assess What We Find?’ International and Global Issues for Research (2015), https://www.bath.ac.uk/publications/department-of-education-working-papers/attachments/intercultural-understanding-what-are-we-looking-for.pdf
  36. Yachita, Mio, ‘An Analysis of Ethno Cambodia 2019: Youth, Tradition and the Unavoidable Issue of Ethnicity in Asia’ (unpublished paper, 2019)  
  37. Yeo, Jing, ‘The Methods to Intercultural Musical Engagement and the Effects on Musical Performance Practice’ (unpublished BA (Hons) dissertation, York St John University, 2019)
  38. York St John University, ‘Strategy 2026 Refresh’, 2022, https://www.yorksj.ac.uk/media/content-assets/news-and-events/documents/YSJ-Strategy-Refresh-2026-(PDF-22MB).pdf

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