Göç Bağlamında Gündelik Bir Pedagojik Pratik Olarak Müzik: Aidiyet, Kültürel Aktarım ve Okul Dışı Öğrenme

Abstract

Eğitim araştırmaları uzun yıllar boyunca öğrenmeyi formal öğretim ortamlarında gerçekleşen yapılandırılmış bir süreç olarak kavramsallaştırmıştır. Ancak son dönem çalışmalar, öğrenmenin aynı zamanda aile yaşamına içkin gündelik ilişkisel ve duygusal koşullar içinde ortaya çıktığını vurgulamaktadır. Bu çalışma, göçmen ailelerde müzik pratiklerinin çocukların öğrenmesini destekleyen örtük bir pedagojik ortam olarak nasıl işlev gördüğünü incelemektedir. Türkiye’de yaşayan Rus göçmen annelere odaklanan araştırma, müziğin gündelik bakım pratikleri içinde duygusal düzenleme, ilişkisel bağ kurma ve kültürel sürekliliğe nasıl katkı sağladığını araştırmaktadır. Araştırma, on bir göçmen anne ile gerçekleştirilen yarı yapılandırılmış görüşmelere dayanan nitel yorumlayıcı bir araştırma desenine sahiptir. Görüşmeler sırasında katılımcıların kendileri ve çocukları için anlamlı olan müzikleri paylaşmaları ve birlikte dinlemeleri sağlanarak deneyimsel veri toplama yaklaşımı kullanılmıştır. Veriler MAXQDA yazılımı kullanılarak tematik analiz yöntemiyle analiz edilmiştir. Bulgular, müziğin gündelik rutinler ve bakım etkileşimleri içinde derin biçimde yer aldığını göstermektedir. Müzik, formal bir öğretim aracı olarak işlev görmekten ziyade duygusal istikrarı desteklemekte, anne–çocuk ilişkisini güçlendirmekte ve çocukların dil ve kültürel kimlik ile temasını sürdürmesine katkı sağlamaktadır. Bu ilişkisel ve duygusal süreçler, çocukların dikkat, motivasyon ve öğrenmeye katılımını destekleyen istikrarlı koşulların oluşmasına katkıda bulunmaktadır. Müziği öğrenmenin ilişkisel ve duygusal altyapısının bir parçası olarak kavramsallaştıran bu çalışma, informal öğrenme ve göç literatürüne katkı sunmakta ve aile içinde gerçekleşen gündelik pratiklerin çocukların öğrenme deneyimlerini şekillendirmedeki rolünü ortaya koymaktadır.

Keywords

• Göç
• toplumsal değişim
• informal öğrenme
• müzik ve öğrenme
• kültürel aktarım.

Music as an Everyday Pedagogical Practice in the Context of Migration: Belonging, Cultural Transmission, and Out-of-School Learning

Abstract

Educational research has traditionally conceptualized learning as a structured process occurring within formal instructional environments. However, recent perspectives emphasize that learning also emerges through relational and emotional conditions embedded in everyday family life. This study examines how musical practices within migrant households function as an implicit pedagogical environment that supports children’s learning. Focusing on Russian migrant mothers living in Türkiye, the study explores how music contributes to emotional regulation, relational bonding, and cultural continuity within everyday caregiving. The research adopts a qualitative interpretive design based on semi-structured interviews with eleven migrant mothers. An experiential elicitation approach was used, in which participants shared and listened to personally meaningful music during the interviews. Data were analyzed through thematic analysis using MAXQDA software. Findings show that music is deeply integrated into daily routines and caregiving interaction. Rather than functioning as a formal teaching tool, music contributes to emotional stability, strengthens mother–child relationships, and supports children’s exposure to language and cultural identity. These relational and affective processes create stable conditions that facilitate children’s attention, motivation, and engagement with learning. By conceptualizing music as part of the relational and affective infrastructure of learning, the study extends informal learning and migration research and highlights the role of everyday family practices in shaping children’s learning experiences.

Keywords

• Migration
• social change
• informal learning
• music and learning

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