Building Bridges: Translating Refugee Narratives for Public Audiences with Arts-based Media

References

• Bachmann-Medick, D., 2009. Introduction: The Translational Turn. Translation Studies, 2 (1), 2–16.
   Web of Science ®Google Scholar
• Bhabha, H.K., 1994. The Location of Culture. Abingdon: Routledge.
   Google Scholar
• Blomfield, I., and Lenette, C., 2018. Artistic Representations of Refugees: What is the Role of the Artist? Journal of Intercultural Studies, 39 (3), 322–338.
   Web of Science ®Google Scholar
• Burns, C., 2015. “My Story to be Told”: Explorations in Narrative Documentation with People from Refugee Backgrounds. International Journal of Narrative Therapy & Community Work (4), 26–39.
   Google Scholar
• Buzelin, H., 2007. Translation “In the Making”. In: M. Wolf and A. Fukari, eds. Constructing a Sociology of Translation. Amsterdam: John Benjamins Publishing, 135–170.
   Google Scholar
• Callon, M., 1984. Some Elements of a Sociology of Translation: Domestication of the Scallops and the Fishermen of St Brieuc Bay. The Sociological Review, 32 (1), 196–233.
   Web of Science ®Google Scholar
• Campion, R., 2021. The Field of State-funded Music Programmes with Forced Migrants in North Rhine-Westphalia: Promises and Pitfalls. Ad Marginem, 93, 25–47.
   Google Scholar
• Clifford, J., 1997. Routes: Travel and Translation in the Late Twentieth Century. Cambridge, MA: Harvard University Press.
   Google Scholar
• Cox, E., 2012. Victimhood, Hope and the Refugee Narrative: Affective Dialectics in Magnet Theatre’s Every Year, Every Day, I am Walking. Theatre Research International, 37 (2), 118–133.
   Web of Science ®Google Scholar
• Crawford, R., 2017. Creating Unity through Celebrating Diversity: A Case Study that Explores the Impact of Music Education on Refugee Background Students. International Journal of Music Education, 35 (3), 343–356.
   Web of Science ®Google Scholar
• Crawford, R., 2020. Socially Inclusive Practices in the Music Classroom: The Impact of Music Education Used as a Vehicle to Engage Refugee Background Students. Research Studies in Music Education, 42 (2), 248–269.
   Web of Science ®Google Scholar
• Daubney, A., and Fautley, M., 2020. Editorial Research: Music Education in a Time of Pandemic. British Journal of Music Education, 37 (2), 107–114.
   Web of Science ®Google Scholar
• DeNora, T., 2000. Music in Everyday Life. Cambridge, UK: Cambridge University Press.
   Google Scholar
• DeNora, T., 2003. After Adorno: Rethinking Music Sociology. Cambridge, UK: Cambridge University Press.
   Google Scholar
• de Quadros, A., and Vu, K.T., 2017. At Home, Song, and Fika–Portraits of Swedish Choral Initiatives amidst the Refugee Crisis. International Journal of Inclusive Education, 21 (11), 1113–1127.
   Web of Science ®Google Scholar
• Dieckmann, S., and Davidson, J.W., 2018. Organised Cultural Encounters: Collaboration and Intercultural Contact in a Lullaby Choir. The World of Music, 7 (1/2), 155–178.
   Web of Science ®Google Scholar
• Dieterich-Hartwell, R., and Koch, S.C., 2017. Creative Arts Therapies as Temporary Home for Refugees: Insights from Literature and Practice. Behavioral Sciences, 7 (4), 69.
   Web of Science ®Google Scholar
• Fairey, T., 2018. Whose Photo? Whose Voice? Who Listens? `Giving,’ Silencing and Listening to Voice in Participatory Visual Projects. Visual Studies, 33 (2), 111–126.
   Web of Science ®Google Scholar
• Fock, E., 2009. Experiences from a High School Project in Copenhagen: Reflections on Cultural Diversity in Music Education. In: B. Clausen, U. Hemetek, and E. Sæther, eds. Music in Motion: Diversity and Dialogue in Europe. Bielefeld: Transcript Verlag, 381–394.
   Google Scholar
• Foramitti, C., 2009. Intercultural Learning in Dialogue with Music: Everybody is Special – Nigerian Music Project at an Austrian Kindergarten. In: B. Clausen, E. Sæther, and U. Hemetek, eds. Music in Motion: Diversity and Dialogue in Europe. Bielefeld: Transcript Verlag, 347–357.
   Google Scholar
• Foster, V., 2015. Collaborative Arts-based Research for Social Justice. Abingdon: Routledge.
   Google Scholar
• Helff, S., 2009. Refugee Life Narratives: The Disturbing Potential of a Genre and the Case of Mende Nazer. Matatu, 36, 331–346.
   Google Scholar
• Hennion, A., 2010. Loving Music: From a Sociology of Mediation to a Pragmatics of Taste. Revista Comunicar, 17 (34), 25–33.
   Web of Science ®Google Scholar
• Ingold, T., 2014. That’s Enough about Ethnography! Hau. Journal of Ethnographic Theory, 4 (1), 383–395.
   Google Scholar
• Jones, C., Baker, F., and Day, T., 2004. From Healing Rituals to Music Therapy: Bridging the Cultural Divide between Therapist and Young Sudanese Refugees. The Arts in Psychotherapy, 31 (2), 89–100.
   Web of Science ®Google Scholar
• Kalsnes, S., 2021. Developing Craftsmanship in Music Education in a Palestinian Refugee Camp and Lebanese Schools. In: K. Holdhus, R. Murphy, and M.I. Espeland, eds. Music Education as Craft: Reframing Theories and Practices. Cham: Springer, 133–149.
   Google Scholar
• Karlsen, S., 2013. Immigrant Students and the “Homeland Music”: Meanings, Negotiations and Implications. Research Studies in Music Education, 35 (2), 161–177.
   Google Scholar
• Karlsen, S., and Westerlund, H., 2010. Immigrant Students’ Development of Musical Agency – Exploring Democracy in Music Education. British Journal of Music Education, 27 (3), 225–239.
   Web of Science ®Google Scholar
• Kidd, B., Zahir, S., and Khan, S., 2008. Arts and Refugees: History, Impact and Future. London: Arts Council of England.
   Google Scholar
• Kisiara, O., 2015. Marginalized at the Centre: How Public Narratives of Suffering Perpetuate Perceptions of Refugees’ Helplessness and Dependency. Migration Letters, 12 (2), 162–171.
   Web of Science ®Google Scholar
• Krensky, B., 2001. Going on Beyond Zebra: A Middle School and Community-based Arts Organization Collaborate for Change. Education and Urban Society, 33 (4), 427–444.
   Web of Science ®Google Scholar
• Latour, B., 2005. Reassembling the Social: An Introduction to Actor-Network-theory. Oxford: Oxford University Press.
   Google Scholar
• Latour, B., and Callon, M., 2014. Unscrewing the Big Leviathan: How Actors Macro-structure Reality and How Sociologists Help Them to do So. In: A.V. Cicourel, ed. Advances in Social Theory and Methodology. Abingdon: Routledge, 287–313.
   Google Scholar
• Lenette, C., 2019. Arts-based Methods in Refugee Research: Creating Sanctuary. Singapore: Springer International Publishing.
   Google Scholar
• Lenette, C., Cox, L., and Brough, M., 2015. Digital Storytelling as a Social Work Tool: Learning from Ethnographic Research with Women from Refugee Backgrounds. British Journal of Social Work, 45 (3), 988–1005.
   Web of Science ®Google Scholar
• Lenette, C., and Sunderland, N., 2016. “Will There be Music for Us?” Mapping the Health and Well-being Potential of Participatory Music Practice with Asylum Seekers and Refugees across Contexts of Conflict and Refuge. Arts & Health, 8 (1), 32–49.
   Web of Science ®Google Scholar
• Leudar, I., et al., 2008. Hostility Themes in Media, Community and Refugee Narratives. Discourse & Society, 19 (2), 187–221.
   Web of Science ®Google Scholar
• Marsh, K., 2012. Music in the Lives of Refugee and Newly Arrived Immigrant Children in Sydney, Australia. In: P.S. Campbell and T. Wiggins, eds. The Oxford Handbook of Children’s Musical Cultures. Oxford: Oxford University Press, 492–509.
   Google Scholar
• Marsh, K., 2017. Creating Bridges: Music, Play and Well-being in the Lives of Refugee and Immigrant Children and Young People. Music Education Research, 19 (1), 60–73.
   Web of Science ®Google Scholar
• Marsh, K., and Dieckmann, S., 2016. Music as Shared Space for Young Immigrant Children and their Mothers. In: P. Burnard, ed. The Routledge International Handbook of Intercultural Arts Research. Abingdon: Routledge, 358–368.
   Google Scholar
• Marsh, K., and Dieckmann, S., 2017. Contributions of Playground Singing Games to the Social Inclusion of Refugee and Newly Arrived Immigrant Children in Australia. Education 3–13, 45 (6), 710–719.
   Web of Science ®Google Scholar
• Marsh, K., Ingram, C., and Dieckmann, S., 2020. Bridging Musical Worlds: Musical Collaboration between Student Musician-educators and South Sudanese Australian Youth. In: H. Westerlund, S. Karlsen, and H. Partti, eds. Visions for Intercultural Music Teacher Education. Cham: Springer International Publishing, 115–134.
   Google Scholar
• Matthews, N., and Sunderland, N., 2017. Digital Storytelling in Health and Social Policy: Listening to Marginalised Voices. Abingdon: Routledge.
   Google Scholar
• Nichols, B.E., 2020. Equity in Music Education: Access to Learning during the Pandemic and Beyond. Music Educators Journal, 107 (1), 68–70.
   Google Scholar
• Pesek, A., 2009. War on the Former Yugoslavian Territory: Integration of Refugee Children into the School System and Musical Activities as an Important Factor for Overcoming war Trauma. In: B. Clausen, U. Hemetek, and E. Sæther, eds. Music in Motion: Diversity and Dialogue in Europe. Bielefeld: Transcript Verlag, 359–370.
   Google Scholar
• Pym, A., 2010. Translation and Text Transfer: An Essay on the Principles of Intercultural Communication. Tarragona: Intercultural Studies Group.
   Google Scholar
• Renn, J., 2006. Übersetzungsverhältnisse: Perspektiven Einer Pragmatistischen Gesellschaftstheorie. Weilerswist: Velbrück Wissenschaft.
   Google Scholar
• Rivas, J., et al., 2021. Voices from Southwark: Reflections on a Collaborative Music Teaching Project in London in the Age of COVID-19. International Journal of Community Music, 14 (2–3), 169–189.
   Web of Science ®Google Scholar
• Scott, J.C., 1985. Weapons of the Weak: Everyday Forms of Peasant Resistance. New Haven: Yale University Press.
   Google Scholar
• Shaw, R.D., and Mayo, W., 2022. Music Education and Distance Learning during COVID-19: A Survey. Arts Education Policy Review, 123 (3), 143–152.
   Google Scholar
• Storsve, V., Westby, I.A., and Ruud, E., 2012. Hope and Recognition: A Music Project among Youth in a Palestinian Refugee Camp. In: B.Å.B. Danielson and G. Johansen, eds. Educating Music Teachers in the New Millennium. Oslo: Norges Musikkhøgskole, 69–88.
   Google Scholar
• Vogl, A., 2013. Telling Stories from Start to Finish: Exploring the Demand for Narrative in Refugee Testimony. Griffith Law Review, 22 (1), 63–86.
   Google Scholar
• Vougioukalou, S., et al., 2019. Wellbeing and Integration through Community Music: The Role of Improvisation in a Music Group of Refugees, Asylum Seekers and Local Community Members. Contemporary Music Review, 38 (5), 533–548.
   Web of Science ®Google Scholar
• Western, T., 2020. Listening with Displacement: Sound, Citizenship, and Disruptive Representations of Migration. Migration and Society, 3 (1), 294–309.
   Google Scholar
• Young, Toby, 2023. Many Worlds in One Place: Composition as a Site of Encounter. In: Sarah Woodland and Wolfgang Vachon, eds. Sonic Engagement: The Ethics and Aesthetics of Community Engaged Audio Practice. New York: Routledge, 204–218.
   Google Scholar