How do we develop social inclusion through musical activities? What is the power of music in enhancing individual inclusion, group cohesion, and cross-community work in post-conflict environments? How can we investigate social music programmes and interventions? This comprehensive volume offers new research on these questions by an international team of experts from the fields of music education, music psychology, ethnomusicology, and community music. The book celebrates the rich diversity of ways in which learners of all ages participate in social music projects in complex settings. Contributions focus broadly on musical and social processes, considering its conceptualisation and practices in a number of contexts. The authors examine how social music projects can be fostered in complex settings, drawing examples from schools and community settings. These critical chapters will inspire readers to think deeply about social music interventions and their development. The book will be of crucial interest to educators, policymakers, researchers, and students, as it draws on applied research from across 14 countries, of which ten are in the Global South.

chapter |4 pages


ByOscar Odena

part II|122 pages

Cross-community environments

chapter 3|13 pages

‘I just feel I belong here’

Homeless choirs and singing groups in the UK and Brazil
ByShelly Coyne, Raymond MacDonald

chapter 4|17 pages

‘Participatory songwriting’ as process/narrative

Insights from a community music project with diverse communities in the North East of England
BySam Slatcher

chapter 5|15 pages

Playlists, connection, and Covid

Making sense of lockdown and loss with songs in Mexico City and Glasgow
ByValeria Gascón

chapter 7|15 pages

The impact of music education in social projects

Two cases in South Brazil
BySergio Figueiredo, Oscar Odena

chapter 8|15 pages


Using a music education programme to improve social outcomes in disadvantaged communities
ByConneth Poland, Liam O’Hare, Leeanne O’Hara

chapter 10|14 pages

There is no global justice without global cognitive justice

Envisioning music education through the ecology of knowledges in the context of Mexico 1
ByHéctor Vázquez-Córdoba

part III|102 pages

Conflict and post-conflict environments

chapter 11|11 pages

The art of positive fatalism

ByLukas Pairon

chapter 12|15 pages

Arts for peace education in Chihuahua, Mexico

Efforts, outcomes, and challenges of two community music programmes
ByPatricia A. González-Moreno, Rubén Carrillo

chapter 14|15 pages

Expedición Sensorial programme

Transformations in the role of cultural policies in peacebuilding in Colombia
ByAndrea Rodríguez-Sánchez, Gloria Zapata-Restrepo

chapter 15|13 pages

Using sound ethnography to study a social music programme in Colombia

ByAndrea Rodríguez-Sánchez, Oscar Odena, Alberto Cabedo-Mas

chapter 16|22 pages

Every voice counts

The Listening Guide Method as a methodology to analyse musical and political identities of FARC ex-combatant musicians
BySantiago Niño Morales, Raymond MacDonald

chapter |9 pages


Beyond social inclusion
ByGeoff Baker