School music program and peaceful co-existence of learners from refugee and host communities in Nakivale refugee settlement camp Isingiro district

Abstract

This study examines how school music program influences peaceful coexistence between refugee and host community of Nakivale Refugee settlement camp in Isingiro District. This study was motivated by rampant tension and conflicts within Nakivale refugee settlement community over common property resources. These tensions have been on for quite along time and have blocked social harmony. The objectives of the study include 1) To identify learners’ needs for peaceful co-existence in Nakivale Refugee settlement camp, 2) To examine the organization of School Music Programs in fostering peaceful coexistence in Nakivale refugee settlement camp. 3) To assess the teachers’ efficacy in using the school music programs for peaceful co-existence of refugees and the host communities in Nakivale Refugee settlement camp. 4) To examine the impact of School Music Programs on the learners and the community in fostering peaceful co-existence in Nakivale Refugee settlement camp. This study adopted a qualitative approach to describe lived music experiences in the selected government primary schools in Nakivale refugee settlement camp where the learners and the teachers were put at the fore front. Document review, observation, interview and focused group discussion methods were employed to generate data from parents, teachers and learners’ leaders. The study discovered that learners needs for coexistence included learning, social, and emotional needs. School Music Program (SMP) groups were formed based on nationality lines and native languages were used during (SMP) School Music Program instruction. Instructional resources used were obtained from the music rooms. Community was not engaged in music resource mobilization. School music program workplans and performances were guided by themes designed by War Child Canada. Music teachers were involved in instructional preparation. Music performances featured cohesion characteristics across the diversity of cultural backgrounds. However, the organization and implementation strategies yielded intra group rather than inter group coexistence. The funding organisations need to review the grouping mechanisms for active and positive oriented results. There is need to plan for all stake holders’ active engagements at all levels of music performance programs. The learners’ needs should help to inform the formulation of coexistence themes. When these are considered as vital, cross cultural harmonious living will be at the fore front.