Affiliation:
1. Monash University, Clayton, Victoria, Australia,
2. Deakin University, Burwood, Victoria, Australia
Abstract
In multicultural Australia, the development of positive intercultural attitudes is essential in the creation of a harmonious society. Music education is a powerful medium to address cultural inclusivity. The 2005 National Review of School Music Education challenges Australian higher education institutions to prepare programs that explore multiculturalism to engender tolerance. This research explored how final year teacher education students at Monash University and Deakin University (Victoria, Australia) engage with music of other cultures and how this affects their understanding of cultural diversity in school music. From 2005 to 2008, teacher education students undertaking music methodologies were invited to participate in semi-structured interviews. The data collected from the interviews were transcribed and analyzed using interpretative phenomenological analysis, and from these data, we developed patterns of meaning that are reported thematically: student teachers’ beliefs, attitudes, and understandings of multiculturalism and the classroom realities of multiculturalism.The findings contribute to how we, as tertiary educators, evaluate our role and programs.
Reference62 articles.
1. Learning outcomes of two approaches to multicultural music education
2. Addo, A.O. ( 2000). Socio-cultural power and music knowledge construction . In R. Rideout (Ed.), On the sociology of music education II: Papers from the Music Education Symposium (pp. 75-90). Amherst: University of Massachusetts.
3. Anderson, W.M. & Campbell, P.S. (1989). Teaching music from a multicultural perspective. In W. M. Anderson & P. S. Campbell (Eds.), Multicultural perspectives in music education (pp. 1-7). Reston, VA: MENC.
4. What Teacher Candidates Learned About Diversity, Social Justice, and Themselves From Service-Learning Experiences
Cited by
16 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献