Family musicking sessions can serve as safer spaces for immigrant families in Iceland

In the last few years, early childhood music programmes have surged in popularity across many countries, drawing interest from researchers, educators, and policymakers alike for fostering child development, parent-child bonds, and community. Yet access to such activities remains unequal and is hindered by many factors, including financial, temporal, and social barriers for immigrant and low-income families.

A recent study at the University of Iceland shows that these group musicking sessions can serve as safer spaces for immigrant families in Iceland. The study is conducted by Adam Switala, an Adjunct Lecturer and PhD student at the Faculty of Subject Teacher Education at the university's School of Education, and Helga Rut Guðmundsdóttir, Professor of Music Education.

‘As a researcher with a strong background in music and prior experience as a schoolteacher and educator, in Iceland and Poland, I was motivated to investigate the potential of musicking within Iceland's increasingly vibrant and multicultural community,’ Adam says. The term ‘musicking’ was coined by the acclaimed scholar Christopher Small to describe music as an activity rather than a thing, encompassing all musical activities.

Unprecedented opportunities to research cultural diversity

Between 2012 and 2024, Iceland's immigrant population rose from 8% to 18%. This demographic shift offers unprecedented opportunities for educators and policymakers to draw on the cultural richness and diversity. Adam’s research, which received the Háskólasjóður Eimskipafélagsins Doctoral Grant 2022/23, examines the experiences and perspectives of Polish immigrant parents of young children (aged 0–4) who participated in family musicking sessions in Iceland, offered in Polish, their heritage language. It explores their motivations for participating, the roles of heritage language and culture in their lives, their musical identities and self-esteem, and various aspects of their wellbeing and community engagement in their new home country.

Music has the potential to engage diverse communities

Adam’s research journey began in Poland, where, as a music educator, composer, and chair of the Polish Association for Music Education, he participated in the design and implementation of diverse educational programmes, from after-school centres to nationwide policy projects supporting school bands.

‘There, I recognised music's potential for engaging diverse communities, particularly families, yet also encountered significant systemic challenges, including entrenched educational structures and funding constraints. These experiences inspired my return to research after a several-year hiatus, motivating me to explore creativity-centred approaches to supporting societal growth. Idealistic as it might sound, this remains my core motivation and, I firmly believe, a central imperative for today's education systems,’ Adam says.

Interested in community-oriented research

The project fits well with Adam’s research interests, which he says are wide-ranging and include family musicking, early childhood music, music in general education, community music, performing arts research, philosophies of education, creativity, Futures Literacy, musical identities, safer space culture, and acoustic ecology.

‘Yet my primary inspiration stems from engagement with communities. I think that it is natural for people to wish for their communities to flourish. In that sense, community-oriented research feels naturally inspiring to me,’ he says.

Research inspired by his work in Icelandic classrooms

A pivotal moment occurred in 2017, when Adam moved to Iceland to pursue his doctoral degree under the guidance of Helga Rut.

‘Simultaneously with my university work, I began teaching in Icelandic classrooms, where I observed both the promise of cultural richness and some notable gaps. While there, informal discussions with parents and teachers sharpened my research focus,’ Adam says and continues: ‘Then, in 2019, Helga Rut invited me to collaborate on expanding her Tónagull family musicking project, which originally launched in 2004, into additional languages, beginning with Polish, my native language. Next came Ukrainian, and now the programme also offers a multilingual module accessible to families of many cultural backgrounds.’

The research is structured around three interrelated articles: a critical, interpretative review of the socio-historical and educational context, and two qualitative case studies. Together, they explore how shared musical practices can serve as sites for cultural transmission, social integration, and the dynamic negotiation of musical identities.

Grateful for his “village” of colleagues

Helga Rut is Adam’s main supervisor. They have collaborated on this project from the beginning, co-authored articles and book chapters, and participated in several research projects together.
‘I feel fortunate to work with a supervisor whose research interests align so closely with my own. This is not only a valuable learning opportunity but also an inspiring collaboration whose value extends beyond the PhD project,’ Adam says.

Adam’s second supervisor is Brynja Elísabeth Halldórsdóttir, Associate Professor in the Faculty of Education and Diversity. ‘She has been very supportive and helped me a lot with the methodological choices and theoretical framing of my research.’

Many others have contributed to Adam’s research; while writing the first article of the dissertation, Adam worked with David Hebert, a Professor at Western Norway University of Applied Sciences. ‘Although he was not directly involved in my PhD research, our collaborations broadened my perspective on the context of my study. Also, Dr Angela Snæfellsjökuls Rawlings has been my critical friend,’ Adam says and adds: ‘In truth, it takes a village: beyond those directly involved, many others have been supporting me throughout this process. This is not the place to name them all, but I am fully aware of their importance, and I’m deeply grateful. As Ursula K. Le Guin, the celebrated author and essayist, observed, “people alone don't function right”.’

Preliminary results have been presented

Of the three articles the project is built on, Adam has had one article published, one accepted for publication, and the third is undergoing peer review. As part of the research leading to his dissertation, he has also co-authored two book chapters with his Polish colleagues, Gabriela Karin Konkol, Professor at The Stanislaw Moniuszko Academy of Music in Gdansk, and Piotr Majewski, Professor at the SWPS University of Social Sciences and Humanities in Warsaw.

A recent chapter co-authored with Helga Rut, “Promoting feelings of inclusion in family music groups for immigrant families: Expanding the parent–infant dyad to the singing circle”, is also in preparation and will be published soon. Aside from these publications, Adam has presented the preliminary results from his studies at several international conferences.

Results that Support Thriving Cultural Diversity

The literature from other countries suggests that culturally responsive music programmes may foster emotional well-being, social confidence, and a sense of belonging in culturally diverse communities. However, there is very little data from Iceland on the effects of these programmes.

When asked about the possible impact of his research results, Adam says it is still too early to draw conclusions. ‘What I can say now is that the research does provide insights into group musicking sessions as safer spaces for immigrant families.’

Therefore, the research could potentially inform better cultural and educational policies and assist in the design of a model to support immigrant families in Iceland through family musicking. The research also offers insights into the multiple roles heritage language plays in identity, cultural transmission, and the social well-being of immigrants.

Adam hopes that his findings will contribute meaningfully to discussions on the needs and experiences of immigrant families in Iceland, expanding the body of existing research that helps sustain the country as a vibrant community where cultural diversity is valued, and voices are heard. ‘After nearly a decade in Iceland, I feel part of this community — a connection that inspires both joy and critical self-reflection. I am also deeply grateful to the Polish parents who have participated in the study, for their trust and thoughtful insights.’