Promote Social Inclusion

This study is based on the correlation between music education and social inclusion in the 21 st century.It explores how Western classical music education can be used to promote the social inclusion of the marginalized Creole ethnic group in Mauritius.The research site is the “Vent d’un Reve”(VDR)music center in the township of Mangalkhan.On the one hand,the purpose of the study is to study the extent to which the music project promotes social inclusion for children in Mangalkhan.The community is mainly composed of Creoles,who themselves are part of a broader multicultural Mauritian society.The argument for social inclusion of the Creole community is made on the background of a social and cultural phenomenon that discriminates against this ethnic group known as the “Creole malaise”.On the other hand,the music teaching and learning of “Vent d’un Reve” is investigated to determine whether there is a need to strengthen music pedagogy.In addition,the experience of Western classical music by the Afro-descendent Creole ethnic group in a postcolonial country is put in focus.The methodology used is a qualitative and in-depth ethnographic case study,conducted in phases over a five-year period: six short-term participatory observations,including extensive interviews and classroom observations,and the last phase being an action-based field trip.Venezuela’s "El Sistema" project,the inspiration for the Vent d’un Reve project,is also critically analyzed.In order to determine the social impact on the children of Mangalkhan,six determinants were identified,namely social capital,poverty alleviation,psychological well-being,character building,cultural capital and community building.They are used to determine the degree of success in promoting social inclusion and,on the other hand,the limitations that could affect the future.Results show that the potential for social inclusion in Mangalkhan through VDR is strong,but that more sustainable opportunities need to be created for a fuller impact.In particular,the need for an academic support and development of job opportunities is emphasized,on the background of the western music education field in Mauritius that awaits substantial development.Furthermore,the experience of the creole ethnic group in Mangalkhan with western classical music has been found to be mostly smooth,this contrasting with postcolonial discourses in other African countries.Another dimension of the results is the strong necessity for the consolidation of music pedagogy within VDR,which serves both a musical and a social goal.A three-fold transformative structure for the organization has been proposed,based on quality music education,holistic youth development and academic support.Four key approaches towards education in VDR have been defined,namely putting value on the child’s education,a team approach,“decolonizing the self” and fairness.The research ends with a comparison on how China has embraced western music education during the post cultural revolution period,and how elements of this process could be an inspiration to Mauritius.