TY - JOUR
T1 - Engaging, Exploring, and Experiencing Multicultural Music in Australian Music Teacher Education
T2 - The Changing Landscape of Multicultural Music Education
AU - Southcott, Jane Elizabeth
AU - Joseph, Dawn
PY - 2010/1/1
Y1 - 2010/1/1
N2 - 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.
AB - 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.
KW - artists-in-schools
KW - Australia
KW - multiculturalism
KW - music education
KW - school music
KW - teacher education
UR - http://www.scopus.com/inward/record.url?scp=85032068768&partnerID=8YFLogxK
U2 - 10.1177/1057083710362461
DO - 10.1177/1057083710362461
M3 - Article
SN - 1945-0079
VL - 20
SP - 8
EP - 26
JO - Journal of Music Teacher Education
JF - Journal of Music Teacher Education
IS - 1
ER -