Migration is one of the most significant global phenomena, affecting both countries of origin and destination. Its far-reaching implications have prompted multidisciplinary analyses from social, educational, future-oriented, and artistic perspectives (León, 2018). Notably, migration is often reflected in song lyrics (Alcalde & Pazos, 2019), with music serving as a crucial cultural element for ethnic and cultural groups. Music plays a vital role in preserving cultural identity and transmitting historical narratives (De la Garza, 2008). In this context, song lyrics are particularly significant as they give voice to migrant experiences (Torres, 2024) and capture the discourse of their creators, thereby engaging audiences in a critical analysis of the themes presented (Cruz, 2021). Consequently, when songs resonate deeply with social issues and migratory movements, they have the potential to inspire political action (Torres, 2023) and heighten awareness of various risk factors associated with the practice of interculturality (García et al., 2011).

From an educational standpoint, interculturality can be defined as the ensemble of educational practices designed and implemented to foster mutual respect and understanding among groups that differ in language, culture, ethnicity, and religion (Rueda et al., 2002). Intercultural pedagogy thus emerges as an effective approach to address discrimination, injustice, and inequality, while simultaneously challenging conformity and the normalization of marginalization (Torres, 2010).

Building on previous research that has demonstrated the efficacy of varied didactic resources in enhancing student learning (Murillo et al., 2011), songs have been recognized as valuable complementary materials for promoting intercultural pedagogy (Irrazabal & Miotti, 2023; Muñoz & González-Martín, 2023). In higher education, students are particularly well-equipped to engage in critical and reflective analyses of song lyrics. Such analyses not only cultivate respect for otherness and civic responsibility but also foster an in-depth exploration of the messages and cultural borrowings embedded in the music (Villodre & Del Mar, 2012).

The objectives of this research are threefold:

1. To analyze the contribution of song lyrics that reflect migratory experiences in developing intercultural awareness and critical thinking among students.
2. To evaluate the effectiveness of song lyrics as a didactic resource in stimulating discussions on discrimination and social inclusion.
3. To identify the potential of musical narratives to promote political and civic engagement within the context of migration and interculturality.

By addressing these objectives, our study aims to contribute to the ongoing dialogue on the integration of cultural narratives into educational practices, thereby enhancing intercultural competence and social awareness in academic settings.

This study employs content analysis on a total of 50 songs with themes related to migration. These songs were selected from five manuals addressing intercultural pedagogy and/or from online resources aimed at education professionals in this field (Arangueren & Sáez, 2018). The research was conducted by the researchers and 26 third-year pedagogy students at the University of Valencia (UV) as part of their Intercultural Pedagogy course. An assignment description was uploaded to the virtual classroom, instructing students to analyze each song based on the following criteria: the song title, underlying themes, a brief description of the group or artist, the 30 most significant seconds of the song, topics covered in the course as reflected in the lyrics, the emotions conveyed, and their personal evaluation. Following the procedures for discourse analysis (Santander, 2007), the study examined the content, discursive genre (Horkheimer & Adorno, 1969), and ideological components (Voloshinov, 1992) present in the lyrics. In particular, the research focuses on discourse analysis to investigate the social inequalities that the lyrics represent, reproduce, and legitimize, as well as the forms of resistance they embody (Van-Djik, 2016). The analytical process was conducted manually and with the assistance of Iramuteq—a software tool that utilizes an R interface for the multidimensional analysis of texts and questionnaires (Ratinaud, 2009). Specifically, a Descending Hierarchical Classification (DHC) analysis was performed, based on the CDH algorithm, which calculates the average number of occurrences per segment and the number of segments per class across the entire textual corpus. The results were visualized using a dendrogram, a hierarchical clustering diagram that illustrates the grouping process of clusters in a visual format. Each class in the dendrogram is accompanied by the vocabulary that is statistically overrepresented in that category (sorted in descending order by Chi-square values).

Results show several recurring themes, including nationality, local customs, cultural shock, the migratory process, acculturation, host country responses of acceptance, legal issues, and undocumented status. Moreover, our findings indicate that several of the musical groups analyzed have themselves experienced temporary migratory processes, a factor that appears to contribute to their ability to articulate experiences of cultural shock (Vicent & Gómez, 2012). The dendrogram generated from the Descending Hierarchical Classification (DHC) analysis produced five distinct clusters. The results are as follows: • Cluster 1 (18.4%): Predominantly characterized by “salsa” music, this cluster features songs with a joyful tone that nevertheless convey serious, historically rooted messages, addressing themes such as slavery and hope. • Cluster 2 (18.1%): Comprises nostalgic songs centered on the country of origin and its cultural heritage. • Cluster 3 (12.5%): Encompasses songs in which the migratory project involves the crossing of borders and the accompanying experiences of loss. • Cluster 4 (12.5%): Focuses on the concept of the “migratory dream.” • Cluster 5 (19.1%): Includes songs that express struggle and protest against violence. In their reflections on the exercise, students described the activity as innovative. They noted that analyzing the lyrics prompted them to pause and critically reflect on how the songs often perpetuate a negative narrative of migration—one that emphasizes loss while neglecting other migratory experiences discussed in class, such as international exchanges, migrations motivated by love, and the dynamics of transnational families. Although many students were already familiar with the songs, they reported that a deeper examination of the symbolism and narratives embedded in the lyrics provided new insights into the cultural representations of migration.

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