Inclusion in Music Education: Qualitative Insights from El Sistema and Residential Childcare Contexts

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F02819180%3A_____%2F25%3A%230000177" target="_blank" >RIV/02819180:_____/25:#0000177 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.unipo.sk/pedagogicka-fakulta/ssp-casopis" target="_blank" >https://www.unipo.sk/pedagogicka-fakulta/ssp-casopis</a>

DOI - Digital Object Identifier

—

Jazyk výsledku

angličtina

Název v původním jazyce

Inclusion in Music Education: Qualitative Insights from El Sistema and Residential Childcare Contexts

Popis výsledku v původním jazyce

This article examines inclusive music education through the lens of long-term qualitative research conducted in socially and educationally marginalised settings. The analysis draws on two interconnected domains: the El Sistema music and social programme and empirical work in residential childcare. Rather than approaching inclusion as a policy construct, the study attends to everyday practices and meanings emerging where music intersects with vulnerability and disrupted development. The research is grounded primarily in qualitative inquiry and informed by Participatory action research, drawing on interviews, participant observation, field documentation, and case-based analysis. Findings suggest that music can support participation, emotional regulation, and the formation of a coherent sense of self, while also revealing persistent structural and institutional constraints. Attention is paid to researcher personality and ethical complexity in these environments. The article argues that inclusion in music education is relational and context-dependent, and that qualitative approaches, including Participatory action research, are particularly suited to capturing this complexity, despite their limited generalisability.

Název v anglickém jazyce

Inclusion in Music Education: Qualitative Insights from El Sistema and Residential Childcare Contexts

Popis výsledku anglicky

This article examines inclusive music education through the lens of long-term qualitative research conducted in socially and educationally marginalised settings. The analysis draws on two interconnected domains: the El Sistema music and social programme and empirical work in residential childcare. Rather than approaching inclusion as a policy construct, the study attends to everyday practices and meanings emerging where music intersects with vulnerability and disrupted development. The research is grounded primarily in qualitative inquiry and informed by Participatory action research, drawing on interviews, participant observation, field documentation, and case-based analysis. Findings suggest that music can support participation, emotional regulation, and the formation of a coherent sense of self, while also revealing persistent structural and institutional constraints. Attention is paid to researcher personality and ethical complexity in these environments. The article argues that inclusion in music education is relational and context-dependent, and that qualitative approaches, including Participatory action research, are particularly suited to capturing this complexity, despite their limited generalisability.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Štúdie zo špeciálnej pedagogiky

ISSN

2585-7363

e-ISSN

2730-0951

Svazek periodika

14

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

SK - Slovenská republika

Počet stran výsledku

15

Strana od-do

71-85

Kód UT WoS článku

—

EID výsledku v databázi Scopus

—