Creating Multicultural Music Opportunities in Teacher Education: Sharing Diversity through Songs
Abstract
This paper contributes to the knowledge base for preparing pre-service teachers (PSTs) for contemporary multicultural classrooms. To do so, we refer to our ongoing project “See, Listen and Share: Exploring intercultural music education in a transnational experience” across three Higher Education sites (Australia and Spain). Drawing on our narrative, and PSTs’ questionnaire data, using Interpretative Phenomenological Analysis to analyze and code the PST data, we report on our initial experience and findings across the three sites and cultural contexts. Generalisations to other institutions cannot be made. We discuss what was taught and how it was taught in our three settings, highlighting some key highs in relation to enjoyment, and learning from culture bearers and some lows in relation to language and accompaniment. We contend that music education in teacher education courses may serve as an effective vehicle to explore cultural expressions, enabling positive attitudes towards cultural diversity.
Cite this
Dawn Joseph, Rohan Nethsinghe, Alberto Cabedo–Mas (2018). Creating Multicultural Music Opportunities in Teacher Education: Sharing Diversity through Songs. The Australian journal of teacher education. https://doi.org/10.14221/ajte.2018v43n5.3
@article{dawn2018creating,
title = {Creating Multicultural Music Opportunities in Teacher Education: Sharing Diversity through Songs},
author = {Joseph, Dawn and Nethsinghe, Rohan and Cabedo–Mas, Alberto},
year = {2018},
journal = {The Australian journal of teacher education},
doi = {10.14221/ajte.2018v43n5.3}
}Citations in this library
Stored only when both papers are in the corpus — 20 citations exist upstream.