The Hand in Hand Music Foundation– Healing, Hope, and Human
Connection Through Music
Building music schools and music production facilities to empower Congolese refugees–displaced by Congolese genocide and war– to imagine a brighter future.
While systemic barriers and the lasting impact of genocide, war and hopelessness are ever present within society, for children to break free from the confines of the past, they must be given the opportunity to dream, imagine, hope for the impossible, and believe in the unimaginable.
Music education and music classrooms (“homeplaces”) provide spaces for children to do just that and to realize that these dreams are no longer impossible but instead dreams that are attainable.
Arts education and creative engagement empower children–particularly those who are most disenfranchised–to believe that they are worthy of dreaming, hoping and striving for a brighter future.
THREE PROJECTS- THREE COUNTRIES
OVERVIEW
The groundwork has been established for three projects in three different countries where Congolese refugees makeup more than 90% of the population.
Local influential stakeholders are supportive and involved and a team on the ground has been established.
We have conducted meetings with local officials, NGO leaders, ambassadors and leaders in the government who are not only influential but extremely supportive of our projects.
LOCATION AND PROJECT OVERVIEW
Nairobi, Kenya- Kayole Slums-
This area was designated by the Kenyan government for Congolese refugees. Refugees are not allowed to have work visas, but they are allowed to have their own businesses. Business, therefore, is the only means by which they can acquire capital from the Nairobi economy.
Project in Kayole- build a music school and provide training for promising music teachers. Build a music studio for talented young Congolese musicians to record and experiment with their musical talents. Emphasis is on music business.
Kigali, Rwanda-
The Rwandan government has given us free land to build an independent music school which will focus on music teacher education and early childhood education. This school will prepare potential music teachers to teach music in Rwandan primary schools.
The Secretary of Education would like us to implement a 6 month music certification program for prospective music teachers. Currently, Rwanda does not have music education in their primary schools but it is one of their primary educational goals. This school will provide opportunities for Congolese refugees to pursue careers in music teaching.
Nakivale Refugee Camp in Uganda-
90% of refugees living in this camp are Congolese. Currently most refugee children do not have access to any type of schooling. Young adults are restless and feel hopeless.
The goal is to build a primary school for grades 1-6 with music as one of the subjects offered. Additionally, the space in which the school will be built is expansive and could function as a community gathering space should the issue of electricity be solved.
Emmanuel (Director) has already built and begun a sewing school for middle school/high school children who do not attend school. I was fortunate enough to attend the graduation.
Our Team
Director–Liaison between United States and Africa
Dr. Emmanuel Musinga–based in Indianapolis but connected to all contacts in Africa. We are only able to access these locations because of his Congolese connections. He has lived in multiple refugee camps but now lives in Indiana with his wife and children. His story is a powerful example of the ways in which initiatives with refugees can have a lasting impact.
Director–
Dr. Emily Good-Perkins was born and raised in African. She was born in Kenya, lived in Uganda and raised in the Congo until age 9. Passionate about helping Africa! Educational background (Columbia University, BM, MM, Ed.M and Ed.D.), Music Educational background, taught for 6 years at American University of Sharjah (outside of Dubai), currently a Dissertation Supervisor at Boston University and Music School owner (The Music Playhouse in Carmel Indiana), passionate for social justice in education, (heart is in Africa!) and diversity and equity in education.
WE AIM TO:
actively harness the arts for social justice.
“art is freedom dreams turned into action . . . it is a freeing space of creativity, which is essential to abolishing injustice” (Love, 2019, p. 100).
Music homeplaces in which students can create, imagine, and express their musical selves are vital to abolitionist teaching, particularly for Black, Indigenous, Children of Color because as Love puts it, “their art makes them visible and makes clear their intentions for love, peace, liberation, and joy” (p. 101). In defiance of standards, testing, and deficit language like “achievement gap” and “grit,” compassionate, abolitionist music teaching is a brave stance in musical solidarity with all children where all children’s musical cultures are sustained and made visible in the music classroom. (Good-Perkins, 2023)
Music classrooms as “homeplaces” (Love, 2019, p. 100) are safe spaces for all that enter. Music homeplaces celebrate the musical-cultural wealth of all students and recognize and empower those who have traditionally been forgotten. (Good-Perkins, 2023)
Comentarios