Visions for Intercultural Music Teacher Education Landscapes: the Arts, Aesthetics, and Education

Landscapes: the Arts, Aesthetics, and Education Heidi Westerlund Sidsel Karlsen Heidi Partti Editors Visions for Intercultural Music Teacher Education Landscapes: the Arts, Aesthetics, and Education Volume 26 Series Editor Liora Bresler, University of Illinois at Urbana-Champaign, Urbana, USA Editorial Board Judith Davidson, University of Massachusetts, Lowell, USA Magne Espeland, Stord University, Stord, Norway Chris Higgins, University of Illinois at Urbana-Champaign, Urbana, USA Helene Illeris, University of Adger, Kristiansand S, Norway Mei-Chun Lin, National University of Tainan, Tainan City, Taiwan Donal O’Donoghue, The University of British Columbia, Vancouver, Canada Mike Parsons, The Ohio State University, Columbus, USA Eva Sæther, Malmö Academy of Music, Lund University, Malmö, Sweden Shifra Schonmann, University of Haifa, Haifa, Israel Susan W. Stinson, The University of North Carolina at Greensboro, Greensboro, USA Scope This series aims to provide conceptual and empirical research in arts education, (including music, visual arts, drama, dance, media, and poetry), in a variety of areas related to the post-modern paradigm shift. The changing cultural, historical, and political contexts of arts education are recognized to be central to learning, experience, knowledge. The books in this series presents theories and methodological approaches used in arts education research as well as related disciplines—including philosophy, sociology, anthropology and psychology of arts education. More information about this series at http://www.springer.com/series/6199 Heidi Westerlund • Sidsel Karlsen • Heidi Partti Editors Visions for Intercultural Music Teacher Education Editors Heidi Westerlund Sidsel Karlsen Sibelius Academy Music Education and Music University of the Arts Helsinki Therapy Department Helsinki, Finland Norwegian Academy of Music Oslo, Norway Heidi Partti Sibelius Academy University of the Arts Helsinki Helsinki, Finland ISSN 1573-4528 ISSN 2214-0069 (electronic) Landscapes: the Arts, Aesthetics, and Education ISBN 978-3-030-21028-1 ISBN 978-3-030-21029-8 (eBook) https://doi.org/10.1007/978-3-030-21029-8 © The Editor(s) (if applicable) and The Author(s) 2020, corrected publication 2020. This book is an open access publication. Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence and indicate if changes were made. The images or other third party material in this book are included in the book’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the book’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG. The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Acknowledgments This work was supported by the Center for Educational Research and Academic Development in the Arts (CERADA) at the University of the Arts Helsinki, the ArtsEqual project funded by the Academy of Finland’s Strategic Research Council from its Equality in Society Programme (project no. 293199), and the Global Visions Through Mobilizing Networks, a project funded by the Academy of Finland (project no. 286162). v Contents Introduction �� 1 Heidi Westerlund, Sidsel Karlsen, and Heidi Partti Policy, Interculturality and the Potential of Core Practices in Music Teacher Education �� 13 Patrick Schmidt and Joseph Abramo Intercultural Music Teacher Education in Israel: Reimagining Religious Segregation Through Culturally Responsive Teaching �� 31 Amira Ehrlich and Belal Badarne The Discomfort of Intercultural Learning in Music Teacher Education �� 47 Alexis A. Kallio and Heidi Westerlund Intercultural Game in Music Teacher Education: Exploring El Sistema in Sweden �� 63 Eva Sæther Expanding Learning Frames in Music Teacher Education: Student Placement in a Palestinian Refugee Camp in Lebanon �� 83 Brit Ågot Brøske The Reinvented Music Teacher-Researcher in the Making: Conducting Educational Development Through Intercultural Collaboration �� 101 Vilma Timonen, Anna Houmann, and Eva Sæther Bridging Musical Worlds: Musical Collaboration Between Student Musician-Educators and South Sudanese Australian Youth �� 115 Kathryn Marsh, Catherine Ingram, and Samantha Dieckmann vii viii Contents To Honor and Inform: Addressing Cultural Humility in Intercultural Music Teacher Education in Canada �� 135 Lori-Anne Dolloff Structure and Fragmentation: The Current Tensions and Possible Transformation of Intercultural Music Teacher Education in South Africa �� 149 Albi Odendaal Assessing Intercultural Competence in Teacher Education: A Missing Link �� 163 Sapna Thapa Narrating Change, Voicing Values, and Co-constructing Visions for Intercultural Music Teacher Education �� 177 Laura Miettinen, Heidi Westerlund, and Claudia Gluschankof Engaging Practitioners as Inquirers: Co-constructing Visions for Music Teacher Education in Nepal �� 195 Danielle Shannon Treacy Epilogue: Music Teacher Education Engaging with the Politics of Diversity �� 215 Heidi Westerlund and Sidsel Karlsen Correction to: Engaging Practitioners as Inquirers: Co-constructing Visions for Music Teacher Education in Nepal �� C1 Contributors Joseph Abramo Neag School of Education, University of Connecticut, Mansfield, CT, USA Belal Badarne Department of Education, Sakhnin College for Teacher Education, Sakhnin, Israel Brit Ågot Brøske Music Education and Music Therapy Department, Norwegian Academy of Music, Oslo, Norway Samantha Dieckmann Faculty of Music, University of Oxford, Oxford, UK Lori-Anne Dolloff Faculty of Music, University of Toronto, Toronto, ON, Canada Amira Ehrlich Faculty of Music Education, Levinsky College of Education, Tel Aviv, Israel Claudia Gluschankof Faculty of Music Education, Levinsky College of Education, Tel Aviv, Israel Anna Houmann Malmö Academy of Music, Lund University, Malmö, Sweden Catherine Ingram Sydney Conservatorium of Music, The University of Sydney, Sydney, Australia Alexis A. Kallio Sibelius Academy, University of the Arts Helsinki, Helsinki, Finland Sidsel Karlsen Music Education and Music Therapy Department, Norwegian Academy of Music, Oslo, Norway Kathryn Marsh Sydney Conservatorium of Music, The University of Sydney, Sydney, Australia Laura Miettinen Sibelius Academy, University of the Arts Helsinki, Helsinki, Finland Albi Odendaal MASARA, North-West University, Potchefstroom, South Africa ix x Contributors Heidi Partti Sibelius Academy, University of the Arts Helsinki, Helsinki, Finland Eva Sæther Malmö Academy of Music, Lund University, Malmö, Sweden Patrick Schmidt Don Wright Faculty of Music, Western University, London, ON, Canada Sapna Thapa Early Childhood Teacher Education, University of Wisconsin-Stout, Menomonie, WI, USA Vilma Timonen Sibelius Academy, University of the Arts Helsinki, Helsinki, Finland Danielle Shannon Treacy Sibelius Academy, University of the Arts Helsinki, Helsinki, Finland Heidi Westerlund Sibelius Academy, University of the Arts Helsinki, Helsinki, Finland Introduction Heidi Westerlund, Sidsel Karlsen, and Heidi Partti Abstract This book highlights the importance of visions for intercultural music- teacher education in a time of increasing social complexity. This complexity spans a wide range of diversity dynamics related to various traditions of knowledge for- mation, multiple forms of cultural and artistic participation, feelings of national and ethnic belonging, and political instabilities which

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