Multilingualism and Cultural Inclusion through Music Education : a Case Study of the Community Music in Day Care Centres Project in Munich

Kurzfassung/Abstract

The United Nations Sustainable Development Goals, in particular Goal 4 (Quality Education) and Goal 10 (Reducing Inequalities), underline the need to provide equitable educational opportunities to people in vulnerable situations, including those with a migrant background. Research by Apeltauer (20224) shows that a significant proportion of children in Germany with a migrant background face barriers to basic secondary education, mainly due to language barriers. In response to this challenge, Inceel (2018) advocates the implementation of multilingualism through music education as a means of reducing linguistic barriers. This paper focuses on the Community Music in Day Care Centres (KiTZ) project in Munich, which began in late 2021 and was administered by the Department of Education and Sport, KITA Division, Specialist Advice and Planning Department, and encompassed eight Munich day care centres. The primary aim of the initiative was to provide children and families living in socio-economically disadvantaged areas with opportunities for cultural engagement through an inclusive music project characterised by minimal preconditions for participation. Project activities took place in public spaces close to nurseries or childcare centres, including playgrounds and parks, where families and local residents were encouraged to make social connections through making music together. This study seeks to delineate the interrelationships between music education, migration and multilingualism, and subsequently to assess their collective influence on sustainability. The study of the Munich Community Music project illustrates how a multilingual approach to music education can act as a catalyst for promoting cultural inclusivity and alleviating language-related challenges faced by children from migrant backgrounds. Moreover, by providing opportunities for family and community participation in shared music-making in public spaces, the project not only addresses immediate educational needs, but also contributes to the broader goals articulated in the United Nations Sustainable Development Goals.