Visions for Intercultural Music Teacher Education.
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Superior document: | Landscapes: the Arts, Aesthetics, and Education Series ; v.26 |
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Place / Publishing House: | Cham : : Springer International Publishing AG,, 2019. ©2020. |
Year of Publication: | 2019 |
Edition: | 1st ed. |
Language: | English |
Series: | Landscapes: the Arts, Aesthetics, and Education Series
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Online Access: | |
Physical Description: | 1 online resource (224 pages) |
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050 | 4 | |a NX280-410 | |
100 | 1 | |a Westerlund, Heidi. | |
245 | 1 | 0 | |a Visions for Intercultural Music Teacher Education. |
250 | |a 1st ed. | ||
264 | 1 | |a Cham : |b Springer International Publishing AG, |c 2019. | |
264 | 4 | |c ©2020. | |
300 | |a 1 online resource (224 pages) | ||
336 | |a text |b txt |2 rdacontent | ||
337 | |a computer |b c |2 rdamedia | ||
338 | |a online resource |b cr |2 rdacarrier | ||
490 | 1 | |a Landscapes: the Arts, Aesthetics, and Education Series ; |v v.26 | |
505 | 0 | |a Visions for Intercultural Music Teacher Education -- Acknowledgments -- Contents -- Contributors -- Introduction -- 1 Structure of the Book -- References -- Policy, Interculturality and the Potential of Core Practices in Music Teacher Education -- 1 Introduction -- 2 Policy(ing), Core Practices and Interculturality -- 3 Reconsidering Policy and Political Membership -- 4 Policy Participation and Framing Skills -- 5 Rationale for Practice-Based Teacher Education -- 6 The Potentials and Limitations of Core Practices -- 7 Core Practices of Intercultural Music Teaching -- 7.1 Core Practice 1: Represent Diversity in Music and Curricula -- 7.2 Core Practice 2: Reflect on Practice in Reference to Diversity and Equity -- 7.3 Core Practice 3: Invite Students to Engage in Praxis -- 8 Conclusion -- References -- Intercultural Music Teacher Education in Israel: Reimagining Religious Segregation Through Culturally Responsive Teaching -- 1 Introduction: Exposing Cultural Assumptions Through Interreligious Dialogue -- 1.1 Context -- 1.2 Israeli Norms of Socio-religious Segregation -- 1.3 Opening the Classroom Door -- 1.4 (How) Can Segregation Promote Inter-culturalism? -- 2 Structures and Policy of Israeli (Music) Education -- 2.1 Segregation That Facilitates Social Cohesion -- 2.2 Common Core in Music as Hegemony -- 2.3 Israeli Music Education Caught in a Double Bind -- 3 Experiences in Current Institutional Interventions -- 3.1 Segregation That Enables Inclusion -- 3.2 Constraining Musical Knowledge -- 4 Translation Instead of Transformation -- 4.1 The Mystery of the Missing High-School Music Programs -- 4.2 Policy and Music Teacher Education: Who's the Chicken and Who's the Egg? -- 4.3 "How Can I Teach What I Don't Know?" -- 5 Re-imaging Change -- 5.1 Segregation as Opportunity -- 6 Conclusions -- References. | |
505 | 8 | |a The Discomfort of Intercultural Learning in Music Teacher Education -- 1 Introduction -- 2 Research Context: Multicultural Arts University -- 3 Methodological Approach -- 4 Disrupting the Visions of Good Music Teaching: Student-Teachers' Journeys from Discomfort to Reflexivity -- 4.1 A Crisis of Certainty: Different Agents, Different Fields -- 4.2 Disrupting the Musico-pedagogical Script -- 4.3 Reflexive Becomings and the Transformation of Habitus -- 5 Discomforting Visions of Intercultural Competence -- References -- Intercultural Game in Music Teacher Education: Exploring El Sistema in Sweden -- 1 Introduction -- 2 Intercultural Pedagogic Competence -- 3 El Sistema as a Glocal Phenomenon -- 4 Emerging Antagonistic Justifications -- 5 Paradigm Shift -- 6 Critical Practitioners -- 7 Balancing in Tension Fields of El Sistema -- 7.1 Fieldwork in El Sistema Malmö -- 7.1.1 The Social Worker Versus the Teacher -- 7.1.2 The Resource in the School -- 7.1.3 Exotification and Creativity -- 7.1.4 Habitus Crises in the Orchestra -- 8 Discussion and Conclusion -- References -- Expanding Learning Frames in Music Teacher Education: Student Placement in a Palestinian Refugee Camp in Lebanon -- 1 Introduction -- 2 The Lebanon Project: Context and Content -- 3 Sociocultural Activity Theory -- 4 Expansive Learning: The Student Perspective -- 4.1 A Typical Working Day in Rashedieh Camp -- 4.2 Cultural Differences -- 4.3 Pedagogical Complexity -- 4.4 The Need for Reflection -- 4.5 Questioning as a Starting Point -- 4.6 The Value of Encountering the Unforeseen -- 5 Expansive Learning: The Institutional Perspective -- 5.1 Expansive Learning Among Higher Education Staff -- 5.2 Educating Music Teachers to Meet Societal Needs -- 5.3 Obstacles and Challenges -- 6 Towards Expansive Music Teacher Education -- References. | |
505 | 8 | |a The Reinvented Music Teacher-Researcher in the Making: Conducting Educational Development Through Intercultural Collaboration -- 1 Introduction -- 2 Political and Educational Background -- 3 Programme Development in Two Intercultural Cases -- 4 Moments of Affective Action -- 5 Intercultural Twists -- 6 Micropolitics and Trust -- 7 Breaking the Familiar -- 8 Discussion and Conclusion -- References -- Bridging Musical Worlds: Musical Collaboration Between Student Musician-Educators and South Sudanese Australian Youth -- 1 Introduction -- 2 Institutional Context -- 3 Constructing Intercultural Music Teacher Education -- 4 The Bridging Musical Worlds Project -- 5 Understanding Participatory Music Making -- 6 Understanding Music in the Lives of South Sudanese Australians: Pedagogical Implications -- 7 Music as Lived Experience: The Interpersonal/Relational Dimension -- 8 Conclusion -- References -- To Honor and Inform: Addressing Cultural Humility in Intercultural Music Teacher Education in Canada -- 1 A Brief History of Residential Schooling -- 2 The Truth and Reconciliation Commission (TRC) -- 3 Reconciliation and Education -- 4 Becoming Engaged as a Learner -- 5 The Colonial Curriculum: A Canonic Fantasy -- 6 Indigenizing or Decolonializing Music Education? -- 7 Moving from Cultural Competence to Cultural Humility -- 8 Teaching for Cultural Humility -- 9 Conclusions -- References -- Structure and Fragmentation: The Current Tensions and Possible Transformation of Intercultural Music Teacher Education in South Africa -- 1 Introduction -- 2 The South African Context -- 3 Three Common Practices in Music Teacher Education -- 3.1 Immersion -- 3.2 Interaction -- 3.3 Documentation -- 3.4 Critical Framing -- 4 The Wider Context -- 4.1 The Structure of the University -- 4.2 The Fragmentation of Society -- 5 Conclusion: Visions for the Future -- References. | |
505 | 8 | |a Assessing Intercultural Competence in Teacher Education: A Missing Link -- 1 Introduction -- 2 Impacts of Mandated Assessments on Teacher Education and the Development of ICC -- 3 Culture: Definitions and Care Theory as a Basis for Intercultural Sensitivity -- 4 Infusing Diversity Across the Curriculum: Approaches in Developing ICC and a 'Caring Pedagogy' -- 4.1 Individuality and Competitiveness -- 4.2 Heritage and Family: Pride and Power -- 4.3 Privilege of Whiteness and Socio-economy: Opportunity and Entitlement -- 4.4 Faith and Religion -- 4.5 Afterthoughts -- 5 Conclusion: Visions and the Step Forward -- References -- Narrating Change, Voicing Values, and Co-constructing Visions for Intercultural Music Teacher Education -- 1 Introduction -- 2 Theoretical Lenses: Visions for Organizational Change -- 3 Research Contexts -- 4 Facilitating Institutional Space for Conversational Co-creation: The Research Design of the Study -- 4.1 The Research Approach: Appreciative Inquiry -- 4.2 Limitations of the Second-Stage Inquiry -- 5 Research Question and Data Analysis -- 6 Living in 'Epistemological Pandemonium' -- 6.1 Problematizing Endless Diversity -- 6.2 Addressing Flexibility and Openness as Desired Qualities for Music Teachers -- 7 Co-construction of Knowledge as an Institutional Mindset -- 7.1 Envisioning Music Teacher Education as a Space for Pedagogical Co-construction of Knowledge -- 7.2 Initiating Change Through Collegial Dialogue and Sharing -- 8 Concluding Thoughts -- References -- Engaging Practitioners as Inquirers: Co-constructing Visions for Music Teacher Education in Nepal -- 1 Imagination and the Capacity to Aspire -- 2 Co-constructing Visions for Music Education in Nepal -- 2.1 Appreciative Inquiry -- 2.2 Building a Network -- 2.3 Co-constructing with Nepali Musician-Teachers -- 2.4 Developing the Capacity to Aspire Through the 4D Cycle. | |
505 | 8 | |a 2.4.1 Discovering the Potential for Learning from and with Each Other -- 2.4.2 Navigating the Capacity to Aspire -- 2.4.3 Design and Destiny -- 3 The Co-constructed Visions -- 3.1 The Visions -- 3.2 Imagining Continued Collaboration -- 3.3 Fuel for Action -- 4 Intercultural Learnings -- References -- Epilogue: Music Teacher Education Engaging with the Politics of Diversity -- References -- Correction to: Engaging Practitioners as Inquirers: Co-constructing Visions for Music Teacher Education in Nepal. | |
588 | |a Description based on publisher supplied metadata and other sources. | ||
590 | |a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. | ||
655 | 4 | |a Electronic books. | |
700 | 1 | |a Karlsen, Sidsel. | |
700 | 1 | |a Partti, Heidi. | |
776 | 0 | 8 | |i Print version: |a Westerlund, Heidi |t Visions for Intercultural Music Teacher Education |d Cham : Springer International Publishing AG,c2019 |z 9783030210281 |
797 | 2 | |a ProQuest (Firm) | |
830 | 0 | |a Landscapes: the Arts, Aesthetics, and Education Series | |
856 | 4 | 0 | |u https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=5940856 |z Click to View |