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dc.contributor.authorWesterlund, Heidi
dc.contributor.authorKarlsen, Sidsel
dc.contributor.authorKallio, Alexis Anja
dc.contributor.authorTreacy, Danielle Shannon
dc.contributor.authorMiettinen, Laura
dc.contributor.authorTimonen, Vilma
dc.contributor.authorGluschankof, Claudia
dc.contributor.authorEhrlich, Amira
dc.contributor.authorShah, Iman Bikram
dc.date.accessioned2021-09-22T23:42:03Z
dc.date.available2021-09-22T23:42:03Z
dc.date.issued2021
dc.identifier.issn1321-103X
dc.identifier.doi10.1177/1321103x211032490
dc.identifier.urihttp://hdl.handle.net/10072/408232
dc.description.abstractThis 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.
dc.description.peerreviewedYes
dc.languageen
dc.publisherSAGE Publications
dc.relation.ispartofjournalResearch Studies in Music Education
dc.subject.fieldofresearchMusic education
dc.subject.fieldofresearchcode360303
dc.titleVisions for intercultural music teacher education in complex societies
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationWesterlund, H; Karlsen, S; Kallio, AA; Treacy, DS; Miettinen, L; Timonen, V; Gluschankof, C; Ehrlich, A; Shah, IB, Visions for intercultural music teacher education in complex societies, Research Studies in Music Education
dc.date.updated2021-09-20T23:23:22Z
gro.description.notepublicThis publication has been entered as an advanced online version in Griffith Research Online.
gro.hasfulltextNo Full Text
gro.griffith.authorKallio, Alexis A.


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