Introduction

Abstract

Abstract This book highlights the importance of visions for intercultural music-teacher education in a time of increasing social complexity. This complexity spans a wide range of diversity dynamics related to various traditions of knowledge formation, multiple forms of cultural and artistic participation, feelings of national and ethnic belonging, and political instabilities which render possible shifting conditions for experiencing trust/distrust and societal unity/polarization. We argue that in music teacher education it is necessary to reflect on these intimate connections between music, education, and society and make our field an arena for dealing with substantial social change. In educating future music teachers to become change agents who can, if needed, challenge music education traditions, hierarchies, practices and structures, the professional ethos and standards need to be transformed so as to make teachers better equipped to handle the changing conditions created by new and emerging forms of diversity.Visions for Intercultural Music Teacher Educationpresents contributions that deal with these challenges in a variety of ways, through the perspectives of music teacher educators located around the world.

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