Affiliation:
1. University of Minnesota, USA,
Abstract
In this case study of an undergraduate internationalized general music course, I examine the content of the curriculum with the central question: How can teacher educators prepare future educators to recognize diverse arts cultures and communities, know how to learn about, and incorporate these bi- and multi-lateral perspectives into instruction? The analysis of reflective statements, a survey and projects of students enrolled in the course provides information on how they conceptualize internationalization and its practice in elementary general music.
Reference40 articles.
1. Banks, J.A.( 1996) ‘The canon debate, knowledge construction and multicultural education’, in J.A. Banks (ed.) Multicultural Education, Transformative Knowledge and Action: Historical and Contemporary Perspectives, pp. 1-29. New York : Teachers College, Columbia University.
2. Race, Knowledge Construction, and Education in the USA: Lessons from history
Cited by
5 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