11. Experience, Understanding and Intercultural Competence

Abstract

Ethno is JM International’s program for folk, world and traditional music. Founded in 1990, it is aimed at young musicians (up to age 30) with a mission to revive and keep alive global cultural heritage. Originating in Sweden, but now present in over 40 countries, Ethno engages young people through a series of annual international music gatherings as well as workshops, concerts and tours, working together with schools, conservatories and other groups of youth to promote peace, tolerance and understanding (https://ethno.world/about/).  In this chapter, I consider the research questions to what extent should an intercultural music programme also focus on developing intercultural understanding and competency? Is it enough for participants to have an intercultural musical experience without allowing time for critical reflection to develop intercultural competencies? Further to this I consider how the nonformal approach of Ethno may support intercultural understanding and how this contrasts with intercultural programmes in formal HEI institutions. Research findings are drawn from a four-year international research project exploring the hypothesis that Ethno provides transformational socio-cultural and musical significances for participants (www.ethnoresearch.org ). Findings are based on ethnographic fieldwork at Ethno events and interviews with over 250 participants, organisers and ‘artistic mentors’ (on-site musical leaders).  The research was conducted by The International Centre for Community music (ICCM) in collaboration with JM International. I also draw upon my HEI teaching with a particular focus on ‘Ethno inspired’ workshops we ran as a means of contrasting the experience of intercultural learning in a formal institution to demonstrate how this research has broadened sociological and musical understandings of other cultures for my university students. Research findings suggest that those attending Ethno gatherings are ready to have intercultural dialogues, they are curious and open toward people that are different. Our research also highlights the importance participants place on being with ‘like-minded people’. The chapter ultimately considers whether there is value in facilitated time for critical reflection during intercultural music gatherings in order to develop intercultural competencies.