Musical participation and nonparticipation at the intercultural school: a study from Ireland

Abstract

This article explores children’s musical participation and nonparticipation in diverse schools. Through a qualitative ethnographic study within two Irish primary schools, the research provides insight into everyday school music experiences where the realities of ethnicity, culture and religious beliefs intersect with the realities of school structures, peer interaction and pedagogy. The discussion opens up critical reflections about access to music in schools, where, why and how musical (non)participation happens, as well as the role of in-school and extra-curricular musical activities. The findings highlight the need for collective and relational music activities to enhance intercultural musical participation in schools.