Visions for Intercultural Music Teacher Education.

Visions for Intercultural Music Teacher Education.

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Bibliographic Details
Superior document:Landscapes: the Arts, Aesthetics, and Education Series ; v.26
:
Westerlund, Heidi.
TeilnehmendeR:
Karlsen, Sidsel.
Partti, Heidi.
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
Online Access:
Physical Description:1 online resource (224 pages)
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Table of Contents:
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.

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