Visions for intercultural music teacher education in complex societies

Heidi Westerlund, S. Karlsen, A. Kallio, D. Treacy, Laura Miettinen, Vilma Timonen, Claudia Gluschankof, A. Ehrlich, I. Shah
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引用次数: 6

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 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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复杂社会中跨文化音乐教师教育的愿景
本文综合了芬兰、以色列和尼泊尔大型研究项目“动员网络的全球视野——共同发展跨文化音乐教师教育”(https://sites.uniarts.fi/web/globalvisions/home)的研究结果,并传达了其理论和实践的探索和见解。通过跨文化和跨国合作的视角来展望21世纪的音乐教师教育,Global Visions通过关注边界、对话和冲突中遇到、经历和反思差异时发生的事情,参与了与仇外心理、民粹主义和社会不和谐浪潮相关的国际社会变革和斗争。虽然主流文化主义者认为音乐是中立的,多样性主要与种族有关,但全球视野已经认识到,分析,举例说明,并增加了对多样性复杂政治的理解。通过考虑音乐教师教育的责任和道德方面,该项目增强了专业反思,从而将音乐教师教育计划设想为创新的游戏规则改变者。本研究提出了六个主要的重点领域,并对未来音乐教师教育的研究和实践提出了建议:(a)研究性教育和研究干预;(b)跨文化接触中的反思和专业学习;(c)音乐教师教育的抱负能力;(d)交叉实践的发展;(e)跨文化音乐教育作为一种政治参与;(f)跨文化专业发展和国际专业化。
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来源期刊
CiteScore
3.00
自引率
37.50%
发文量
37
期刊介绍: Research Studies in Music Education is an internationally peer-reviewed journal that promotes the dissemination and discussion of high quality research in music and music education. The journal encourages the interrogation and development of a range of research methodologies and their application to diverse topics in music education theory and practice. The journal covers a wide range of topics across all areas of music education, and a separate "Perspectives in Music Education Research" section provides a forum for researchers to discuss topics of special interest and to debate key issues in the profession.
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