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Teachers’ perspectives on Multicultural Music Education: Interactive aspects of additive, inclusive and critical approaches
Örebro University, School of Music, Theatre and Art, Örebro University, Sweden.ORCID iD: 0000-0003-1168-6354
Helsinki University, Helsinki, Finland.
University of the Arts, Helsinki, Finland.
2015 (English)Conference paper, (Refereed)
Abstract [en]

This paper discusses how music teachers in Finland describe and define cultural and musical diversity and multicultural competence in relation to their teaching practice. Data were collected through focus group interviews with four different groups of teachers at Swedish-speaking minority schools in Finland. Group A consisted of four teachers from a bilingual municipality in Ostrobothnia, Group B entailed four teachers from a predominantly Swedish-speaking municipality in Ostrobothnia. Group C included three teachers from a bilingual town in southern Finland, and Group D consited of three teachers in a Swedish-speaking school situated in a Finnish-speaking area (language island).

The findings reveal that the teachers found that the subject of music have a creative potential in relation to multicultural education. At the same time they highlighted some concerns when considering cultural diversity in the music classroom related to their teaching practice, the subject of music and the students as musical agents. Furthermore, three different perspectives on the ways in which the teachers spoke about multicultural competencies were identified: An additive, an inclusive and a critical perspective. The additive perspective comprises how cultural or musical diversity is considered to be something in addition to the majority’s perspective or the general ‘musical norms’ in the class. The inclusive perspective deals with organising the teaching in such a way that learning about musical diversity and/or applying diverse approaches in music education may result new and unexpected outcomes. Finally, the critical perspective questions established practices and cultural forms, power structures and has an emphasis on fostering critical and reflective students.

Place, publisher, year, edition, pages
2015.
Keyword [en]
General music education, Cultural and musical diversity, Multicultural competence, Critical Multicultural Education
National Category
Musicology
Research subject
Musicology esp. Musical Education
Identifiers
URN: urn:nbn:se:oru:diva-47199OAI: oai:DiVA.org:oru-47199DiVA: diva2:888304
Conference
Learning Spaces for Inclusion and Social Justice: Education in multicultural societies, University of Iceland, Reykjavik, Iceland, October 15-17, 2015
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2016-01-11Bibliographically approved

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Westvall, Maria
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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf