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This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter polarization. Foregrounding the intimate connections between music, society and education, this book suggests ways that music teacher education might be an arena for the reflexive contestation of traditions, hierarchies, practices and structures. The visions for intercultural music teacher education offered in this book arise from a variety of practical projects, intercultural collaborations, and cross-national work conducted in music teacher education. The chapters open up new horizons for understanding the tension-fields and possible discomfort that music teacher educators face when becoming change agents. They highlight the importanceof collaborations, resilience and perseverance when enacting visions on the program level of higher education institutions, and the need for change in re-imagining music teacher education programs.
List of contents
Introduction; Heidi Westerlund, Sidsel Karlsen and Heidi Partti.- Policy, Interculturality and the Potential of Core Practices in Music Teacher Education; Patrick Schmidt and Joseph Abramo.- Intercultural Music Teacher Education in Israel: Reimagining Religious Segregation Through Culturally Responsive Teaching; Amira Ehrlich and Belal Badarne.- The Discomfort of Intercultural Learning in Music Teacher Education; Alexis A. Kallio & Heidi Westerlund.- Intercultural Game in Music Teacher Education: Exploring El Sistema in Sweden; Eva Sæther.- Expanding Learning Frames in Music Teacher Education: Student Placement in a Palestinian Refugee Camp in Lebanon; Brit Ågot Brøske.- The Reinvented Music Teacher-Researcher in the Making: Conducting Educational Development Through Intercultural Collaboration; Vilma Timonen, Anna Houmann, and Eva Sæther.- Bridging Musical Worlds: Musical Collaboration Between Student Musician-Educators and South Sudanese Australian Youth; Kathryn Marsh, CatherineIngram and Samantha Dieckmann.- To Honor and Inform: Addressing Cultural Humility in Intercultural Music Teacher Education in Canada; Lori-Anne Dolloff.- Structure and Fragmentation: The Current Tensions and Possible Transformation of Intercultural Music Teacher Education in South Africa; Albi Odendaal.- Assessing Intercultural Competence in Teacher Education: A Missing Link; Sapna Thapa.- Narrating Change, Voicing Values, and Co-Constructing Visions for Intercultural Music Teacher Education; Laura Miettinen, Heidi Westerlund, and Claudia Gluschankof.- Engaging Practitioners as Inquirers: Co-Constructing Visions for Music Teacher Education in Nepal; Danielle Shannon Treacy.- Epilogue: Music Teacher Education Engaging with the Politics of Diversity; Heidi Westerlund and Sidsel Karlsen.
Summary
This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter polarization. Foregrounding the intimate connections between music, society and education, this book suggests ways that music teacher education might be an arena for the reflexive contestation of traditions, hierarchies, practices and structures. The visions for intercultural music teacher education offered in this book arise from a variety of practical projects, intercultural collaborations, and cross-national work conducted in music teacher education. The chapters open up new horizons for understanding the tension-fields and possible discomfort that music teacher educators face when becoming change agents. They highlight the importanceof collaborations, resilience and perseverance when enacting visions on the program level of higher education institutions, and the need for change in re-imagining music teacher education programs.
