Wayfarers: confronting the past through history and traditional music education in schools

Guitars, mandolins, fiddles and the other instruments that make up a contemporary traditional band resonate with sonically encoded narratives. This project developed a work package with a discrete outcome: we used emerging research by Odena (2018) on the role of music education for school integration and Tonner (2016) on theoretical issues of facing up to controversial histories in heritage settings to develop a ‘teaching pack’ for a pilot study in a secondary school to teach about the “musical migration” of Scots to Appalachia, Eastern U.S., and the challenging historical factors (e.g. forced migration, slavery and segregation) that they encountered.

PI and Co-Is

PI: Dr Philip Tonner - University of Glasgow, School of Education

Co-I: Dr Oscar Odena - University of Glasgow, School of Education and School of Interdisciplinary Studies



Professor Joshua Dickson, Royal Conservatoire of Scotland

Dr Angela Jaap, Royal Conservatoire of Scotland

Mr Dougie Pincock, The National Centre of Excellence in Traditional Music

Start and End date

1 December 2020 - 30 August 2021

no cost extension to March 2022

Funder and Funding amount

ESRC Impact Acceleration Account: User Engagement Fund.


Related Publications

Project website - https://thewayfarers.gla.ac.uk/


Odena, O. , Summers, M., Jaap, A. and Rodriguez, A. (2016) Music for Integration Research Briefing: Exploring the Potential of Music Education for Integrating Newly Arrived Children in Schools. Project Report. University of Glasgow Press, Glasgow, UK.

Odena, O. (2018) Musical Creativity Revisited: Educational Foundations, Practices and Research. Series: SEMPRE studies in the psychology of music. Routledge: London, UK, and New York, NY, USA. ISBN 9781472489753 (hardback); 9780367232078 (paperback); 9781315464619 (ebook)

Tonner, P. (2016) Museums, ethics and truth: why museums' collecting policies must face up to the problem of testimony. Royal Institute of Philosophy Supplement, 79, pp. 159-177. (doi: 10.1017/S1358246116000126)


Associated Websites