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  • Visions for intercultural music teacher education in complex societies

    Author(s)
    Westerlund, Heidi
    Karlsen, Sidsel
    Kallio, Alexis Anja
    Treacy, Danielle Shannon
    Miettinen, Laura
    Timonen, Vilma
    Gluschankof, Claudia
    Ehrlich, Amira
    Shah, Iman Bikram
    Griffith University Author(s)
    Kallio, Alexis A.
    Year published
    2021
    Metadata
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    Abstract
    This article presents a synthesis of findings from a large-scale research project, the Global Visions Through Mobilizing Networks—Co-developing Intercultural Music Teacher Education in Finland, Israel and Nepal (https://sites.uniarts.fi/web/globalvisions/home), and conveys its theoretical and practical explorations and insights. By envisioning 21st-century music teacher education from the perspective of interculturality and through transnational collaboration, Global Visions has engaged with international societal changes and struggles related to the rising tides of xenophobia, populism, and social disharmony, by focusing ...
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    This article presents a synthesis of findings from a large-scale research project, the Global Visions Through Mobilizing Networks—Co-developing Intercultural Music Teacher Education in Finland, Israel and Nepal (https://sites.uniarts.fi/web/globalvisions/home), and conveys its theoretical and practical explorations and insights. By envisioning 21st-century music teacher education from the perspective of interculturality and through transnational collaboration, Global Visions has engaged with international societal changes and struggles related to the rising tides of xenophobia, populism, and social disharmony, by focusing on what happens at the boundaries, in dialogue, and in conflict when difference is encountered, experienced, and reflected upon. While the dominant culturalist view presents music as neutral and diversity as tied mainly to ethnicity, Global Visions has recognized, analyzed, exemplified, and increased understanding of the complex politics of diversity. Resulting in envisioned music teacher education programs as innovative game changers, the project has enhanced professional reflexivity through considering the responsibility and moral aspects of music teacher education. Six main focus areas of the project are presented with recommendations for future research and practice in music teacher education: (a) research education and research as intervention; (b) reflexivity and professional learning in intercultural encounters; (c) the capacity to aspire in music teacher education; (d) the development of intersectional praxis; (e) intercultural music education as a political engagement; and (f) transcultural professional development and international professionalization.
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    Journal Title
    Research Studies in Music Education
    DOI
    https://doi.org/10.1177/1321103x211032490
    Note
    This publication has been entered as an advanced online version in Griffith Research Online.
    Subject
    Music education
    Publication URI
    http://hdl.handle.net/10072/408232
    Collection
    • Journal articles

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