ABSTRACT
The rapid rise of displacement has drawn attention to how music-making is a potential locus for bonding, transformation, and justice. How can music education be constructed and conducted so that the identities of displaced persons are recognized and honored? Adopting a human rights-based approach to music and migration necessitates the dismantling of asymmetrical power dynamics from policy perspectives right through to localized sites – classrooms and ensembles – for the narratives of forced migrants to be given expression. The transcending of narrow identities and understanding the trauma of displacement constitutes an extension of this chapter, such that music educators could be enabled to build a powerfully engaged, integrative, and holistic approach.
