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Exploring the role of music and creative arts in migrant education: an exploratory intrinsic case study
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Murphy, Kathleen, Krüger, Viggo
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Spring 2025
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2025-05
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Boss_Thesis.pdf
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This exploratory intrinsic case study examined the work of migrant educators in New York State’s Mid-Hudson Migrant Education Tutorial and Support Services (METS) program, with a particular focus on their use of music and creative arts modalities. Using a constructivist qualitative inquiry framework, and informed by Community Music Therapy (CoMT), Resource-Oriented Music Therapy (ROMT) perspectives, semi-structured interviews were conducted with four migrant educators. Data from these interviews were analyzed using the constant comparative method. Trustworthiness of this study was enhanced through member checking and investigator triangulation. Findings revealed that the role of the migrant educator is multifaceted. It extends beyond academic instruction and often centers around advocacy and student empowerment. Music and creative arts modalities were identified as being used by educators to enhance language learning, promote engagement, build inter- and intra-personal relationships, and provide opportunities for students to experience agency and mastery. However, the consistent use of these creative modalities was constrained by programmatic limitations and in some cases, educator discomfort. Significant barriers to student success such as linguistic isolation, institutional limitations, and challenging life situations (often a result of broader socio-political issues) were identified. This study highlights the need for greater interdisciplinary collaboration between music therapists and educators and more training for educators regarding the integration of creative arts modalities into their work. This study also underscores the critical need for policy reforms to ensure equitable access to resources and opportunities for migrant students. Despite a multitude of barriers and limitations, this study highlights the commitment of migrant educators and the resilience of the students they serve. Keywords: Migrant education, creative arts modalities, Community Music Therapy, Resource-Oriented Music Therapy, trauma-informed care, interdisciplinary collaboration
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