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Intercultural Approaches and “Diversified Normality” in Music Teacher Education: Reflections from Two Angles
University of Texas at Austin, USA.
Örebro University, School of Music, Theatre and Art.ORCID iD: 0000-0003-1168-6354
2016 (English)In: Action, Criticism & Theory for Music Education, ISSN 1545-4517, Vol. 15, no 3, 37-52 p.Article in journal (Refereed) Published
Abstract [en]

In this article we argue for sustained and contextualized exposure to a variety of musics as a valuable means of developing intercultural approaches in music education as well as in teacher education, approaches which integrate more norm-critical perspectives. Musical diversity in music education concerns issues of participation, citizenship and interaction, not just a presence and representation of differences. It is also about how institutions need to change to reflect the diversity of the society in which we now live, leading to both broadened knowledge, and broadened interest in music. Music education needs to consciously be developed in such a way that it reflects—and is a dynamic partof—the society we live in today.

Place, publisher, year, edition, pages
St. Louis, MO: Mayday Group , 2016. Vol. 15, no 3, 37-52 p.
Keyword [en]
intercultural approaches, musical diversity, music education, marginalization, music teacher education, ethnomusicology
National Category
Musicology
Research subject
Musicology esp. Musical Education
Identifiers
URN: urn:nbn:se:oru:diva-51366OAI: oai:DiVA.org:oru-51366DiVA: diva2:948900
Available from: 2016-07-14 Created: 2016-07-14 Last updated: 2017-10-17Bibliographically approved

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