Cultural Humility and Ethics of Caring in Multicultural Settings of Music Teacher Education-Reference-Cited by-同舟云学术

Cultural Humility and Ethics of Caring in Multicultural Settings of Music Teacher Education

Published:2023-08-16 Issue: Volume: Page:566-C47P99
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Container-title:The Oxford Handbook of Care in Music Education
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Author:

Ehrlich Amira¹

Affiliation:

1. Music Education, Levinsky College of Education, Tel Aviv

Abstract

Abstract This chapter explores a new possible paradigm of multiculturalism in the music classroom. Chang et al. (2012) presented the Chinese word QIAN (humbleness) as an acronym representing the attributes of Questioning, Immersion, Active-Listening, and Negotiation. Exploring the practice of a music teacher education in Israel, this chapter reflects on the relevance of this model to the teacher’s positionality as a Jewish Orthodox woman teaching students from diverse Jewish and Arab socioreligious sectors. Examples from practice are presented and analyzed to show how such processes of collective unknowing emanate a paradigm of authentic care. Validation of individual particularities allow us to engage in difficult conversations even while maintaining emotional safety. Care is made possible through a commitment to differences.

Publisher

Oxford University Press

Reference22 articles.

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3. C47P82Bennett, M. J. (2017). Development model of intercultural sensitivity. In Y. Kim (Ed.), International encyclopedia of intercultural communication. John Wiley & Sons.