This article presents the findings of a 6-year ethnographic study conducted within the Cantatutti Inclusive Choir, a socio-musical initiative based in Zaragoza, Spain. The research explores how participants, in their relational environments, perceive and experience the values of inclusivity, diversity, and accessibility embedded in the choir’s praxis. This study contributes to a growing body of scholarship on music education, community music, and social transformation by foregrounding how participants and those who are part of their relational environments narrate these values in a long-term socio-musical project. Drawing upon data from 344 qualitative questionnaires, focus groups, participant observation, and a reflective field notebook, the study applies thematic analysis to identify emergent narratives. Results suggest that participation in the Cantatutti Inclusive Choir was associated with personal and collective changes experienced by participants, contributing to a deeper understanding of music’s role in promoting social inclusion. While participants reported significant benefits such as empowerment, intercultural exchange, and strengthened community ties, the study also identified challenges related to language barriers, accessibility of spaces and technologies, and the pace of musical activities. The interdependence of inclusivity, diversity, and accessibility emerged as a key finding, suggesting that these dimensions must be addressed holistically in inclusive music education practices. The article offers critical insights into how socially engaged music-making can contribute to ethical, equitable, and transformative educational ecosystems.
Juan-Morera et al. (Wed,) studied this question.