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Foreword Building Interdisciplinary and Intercultural Bridges: New Horizons and Legacy Pamela Burnard & Valerie Ross

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Foreword Building Interdisciplinary and Intercultural Bridges: New Horizons and Legacy Pamela Burnard & Valerie Ross Foreword Building interdisciplinary and intercultural bridges: New horizons and legacy Pamela Burnard & Valerie Ross ........................................................................6 Section 1: Theory 1. Visions for Intercultural Teacher Identity in C21st Super Diverse Societies Heidi Westerlund .............................................................................................12 2. Reading Migrant Women: Combining Story-telling and Story-making in an Intercultural ‘Narrative of Practice’ Rashida Murphy and Kylie J. Stevenson ........................................................20 3. Looking at You, Looking at Me: Using a Lacanian Theoretical Approach to Intercultural Learning from Balinese Hindus Mark Argent .....................................................................................................31 4. Music and the Countertransference: Rethinking Issues of Interdisciplinarity Mark Argent ....................................................................................................38 5. Theorising Arts Education as/for Social Justice: Problematising ‘Sistema’ Stephen Fairbanks ..........................................................................................48 6. Building Equality and Interculturality in Higher Education: Case Studies of Public Policy in Ecuador Magdalena Herdoíza .......................................................................................56 Section 2: Research 7. Photoyarn: Developing a New Arts-Based Method Jessa Rogers ....................................................................................................65 8. Children on Wings and ‘Visual Composing’: Dimensions of Interdisciplinary and Transdisciplinary Learning Johanna Maria Roels ......................................................................................75 9. The Creation of Music inspired by Visual Aids: A Collaborative Action Research Study of Student Motivation in Music Lessons Carlos Lage Gómez and Roberto Cremades Andreu ......................................85 10. Dancing Words: A Didactic Experience Cristina Fernández and Mariona Masgrau .....................................................95 11. Multislicing Semiotic Analysis (MSA): Engaging with the Meanings of Creative-Visual-Arts Data Zhuo Min Huang ...........................................................................................104 12. Towards An Interdisciplinary Pedagogic Framework to Transform Music Learning with Technology-Mediated Environment in Higher Music Education in Kenya Apudo-Achola Malachi ..................................................................................113 13. Music Education in the UK: The Power of Omission and the Potential of Awareness Zaina Shihabi .................................................................................................123 14. Simply Singing: the Use of Interdisciplinary Educational Design Research to Facilitate Music Making in Intercultural Islamic Settings Susan West, Pauline Griffiths and Georgia Pike ...........................................133 15. StoryWalking: Place-Based Narratives of Identity, History, and Interculturality in San Jose Japantown, USA Kimberly Powell .............................................................................................142 Section 3: Practice 16. Mapping the Practice: Reimagining the Creative Process Through the Metaphor of the River Kylie J. Stevenson ..........................................................................................150 17. Exploring A/r/tography in an Interdisciplinary Way: Touching Music in Visual Art Practices Ayşe Güler ......................................................................................................158 18. The Latent Secret - Fantastical Dialogue and Potential Reality: Reflections on Illi Gorlizky’s Book The Latent Secret - Maimonides and His Friend Ibn Rushd Gitit Holzman ................................................................................................166 19. Inside Journeys Through Arts and Education: An Exploratory Approach José Luis Guerrero Valiente ..........................................................................173 20. ’Beyond Limits’: Using Participatory Arts Practices to Explore the World of Astronomy at Armagh Observatory Sally Walmsley ...............................................................................................182 21. Intercultural Arts Practice Explored in “Pictures at our Exhibition” (2016) Helen Julia Minors ........................................................................................190 22. Creating Maths Picturebooks and Animated Films as Interdisciplinary Practice Antonija Balić Šimrak, Smiljana Narančić Kovač, Kristina Horvat Blažinović and Dubravka Glasnović Gracin ..................................................................198 23.Selecting Repertoire for Beginner Flute Students in Malaysia Karen Anne Lonsdale ....................................................................................213 24. Cross-Cultural Combined Arts Creation/Performance And The Research Supporting It Wai-On Ho ....................................................................................................225 Postlude Praxis: Wondering about why it comes and must matter in intercultural and interdisciplinary work Elizabeth Mackinlay ......................................................................................234 Foreword Building interdisciplinary and intercultural bridges: New horizons and legacy Pamela Burnard & Valerie Ross (Co-founders and Co-convenors of the BIBACC International Conference) Introduction and context Human interest and the intertwinement of interdisciplinary and intercultural discussion is ubiquitous. Since the birth of civilization, people working in different scientific and arts fields have been inspired by phenomena that potentially build bridges between disciplines and cultures. With burgeoning migrant populations interacting interculturally through transnational fields such as trade, finance, manufacturing, culture and the arts, theorists, researchers and practitioners are increasingly realizing their interdependence. One of many global educational imperatives is to further theoretical, empirical and practical understanding of what constitutes interdisciplinarity and interculturality. Here, artist-practitioners, academic-theorists and researchers play a significant role. There is a need for rigorous research which does not ignore, but, rather, addresses the complexity of the various aspects of practice and their theoretical alignments. Practice and research shed new insights into interpretations of the world grasped through explanations and intercultural narratives that need to be re- imagined and co-created with a sense of ethical obligation, exploration, openness and reflexivity. This interdisciplinary or intercultural lens can embrace new theory, research and practices that build bridges across diverse global contexts within and between locations through creative outputs and narratives. The study of ‘interculturality’, in today’s society in general, and across disciplines in particular, is indispensable for the educator who wants to engage in researching their professional practice in the ‘field’ of STEM and STE(A)M education or intercultural arts. ‘Field’ is a useful agricultural metaphor for the various processes and tools used in researching intercultural arts practice. Social researchers talk, for example, about ‘entering the field’ and ‘gathering’ data as if venturing into the world to harvest material for processing (analysis) before its eventual distribution and consumption by a society hungrily seeking new information to build up its body of knowledge and increase its capacities for growth and improvement. However, for the education practitioner researching their own professional practice and their journey into, and focus on, ‘intercultural arts’, the journey will feel much more fluid and uncertain than being on dry land; it will require the researcher to locate and address where practice and ethical agendas meet in educational and artistic research. The intertwining relationship between theory and research, and how theory and research evolve through interdisciplinary and intercultural practices, poses a complex scenario for continuing debate and discourse. Conferences that deal with ‘Building Interdisciplinary Bridges Across Cultures and Creativities’ (with the term ‘creativities’ recently added) provide a fertile ground for such deliberations. Initiated through a collaboration between CIAN (Creativities in Intercultural Arts Network, Faculty of Education) and CIMACC (Centre for Intercultural Musicology at Churchill College), the inaugural ‘Building Interdisciplinary Bridges Across Cultures’ (BIBAC) International Conference took place on 26 - 28 October 2014 at the University of Cambridge. The 2nd International BIBAC Conference, 30 July - 1 August 2016, was, once again, uniquely held over three locations at the Faculty of Education, Homerton College and Churchill College in Cambridge. The BIBAC 2016 conference provided the opportunity, over three conference days, to expose and explore theoretical, practical, research and educational issues raised by leading scholars and practitioner-researchers with a diverse range of specialties. Following the conference, presenters of conference papers and workshops at the BIBAC 2016 International Conference were invited to submit a book chapter to an open access, online publication entitled ‘Building Interdisciplinary
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