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Self-Initiated Musicking in Kindergarten as Instances of Emancipation: The Case of Arabic Speaking Young Children in Israel

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Music in Early Childhood: Multi-disciplinary Perspectives and Inter-disciplinary Exchanges

Abstract

Three- to six-year-old Palestinian children growing up in Israel belong simultaneously to a variety of groups and communities. They share the same status as young children from other religions and ethno-nationalities, and all attend kindergarten, since it is compulsory. They belong to the Palestinian minority in Israel, the largest one in the country, whose first language is Arabic, and their society is in transition from a traditional to a modern one. They do not belong to the religious majority (Judaism)—the majority are Muslims and the minority are Christians belonging to a variety of denominations. They also differ in the degree of religiosity in their families. In the recent past the clear majority lived in villages, but nowadays a large number live in cities and towns. Those who do live in villages, are exposed only to Arabic in everyday life, while those who live in mixed cities and towns, are also exposed to Hebrew. Thus, Palestinian children living in Israel can be seen as colonized both as children and as a linguistic and cultural minority. This chapter explores, from a postcolonial critical perspective, the ways these young children express themselves in and through music, exercising agency, and ultimately—emancipation.

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Author information

Authors and Affiliations

  1. Levinsky College of Education, Tel-Aviv, Israel

    Claudia Gluschankof

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  1. Claudia Gluschankof
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Editors and Affiliations

  1. Applied Music Research Group, University of Roehampton, London, UK

    Susan Young

  2. Thornton School of Music, University of Southern California, Los Angeles, CA, USA

    Beatriz Ilari

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Gluschankof, C. (2019). Self-Initiated Musicking in Kindergarten as Instances of Emancipation: The Case of Arabic Speaking Young Children in Israel. In: Young, S., Ilari, B. (eds) Music in Early Childhood: Multi-disciplinary Perspectives and Inter-disciplinary Exchanges. International Perspectives on Early Childhood Education and Development, vol 27. Springer, Cham. https://doi.org/10.1007/978-3-030-17791-1_11

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  • DOI: https://doi.org/10.1007/978-3-030-17791-1_11

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