Musiikkikasvatus 01 & 02 2020 vol. 23 01 & 02 2020 Musiikkikasvatus Musiikkikasvatus Vol.23 The Finnish Journal of Music Education FJME ARTIKKELIT | ARTICLES usiikkikasvatus Alon Schab The Finnish Journal of Music Education | 01 & FJME 02 2020 vol. 23 Ancient modes in the modern classroom: Obsolete scales or The Finnish assets of cultural diversity? M Aditi Krishna Journal of Teaching music and transmitting ideologies: The heterotopic spaces of the new schools in contemporary India Music Alexandra Kertz-Welzel Education Cultural diversity or core culture? Politics and German music education FJME Julia Wieneke Perceptions of collaboration in Austrian whole class ensembles: A qualitative study of four general music teachers FJME 01&02 2020 Vol. 23.indd 1 27.10.2020 15.08 Musiikkikasvatus The Finnish Journal of Music Education (FJME) FJME 01 & 02 2020 Vol. 23 Julkaisijat | Publishers Sibelius-Akatemia, Taideyliopisto, Musiikkikasvatuksen, jazzin ja kansanmusiikin osasto | Sibelius Academy, University of the Arts Helsinki, Faculty of Music Education, Jazz and Folk Music Suomen Taidekasvatuksen Tutkimusseura Päätoimittaja | Editor-in-chief Heidi Westerlund, Sibelius-Akatemia, Taideyliopisto | Sibelius Academy, University of the Arts Helsinki Vastaava toimittaja | Managing editor Marja Heimonen, Sibelius-Akatemia, Taideyliopisto | Sibelius Academy, University of the Arts Helsinki Tämän numeron vastaavat toimittajat | Managing editors of this issue Danielle Treacy, Sibelius Academy, University of the Arts Helsinki, Finland Amira Ehrlich, Levinsky College of Education, Tel-Aviv, Israel Claudia Gluschankof, Levinsky College of Education, Tel-Aviv, Israel Ulkoasu ja taitto | Design and layout Lauri Toivio Kannet | Covers Hans Andersson Toimituksen osoite ja tilaukset | Address and subscriptions Sibelius-Akatemia, Taideyliopisto / Musiikkikasvatuksen, jazzin ja kansanmusiikin osasto PL 30, 00097 TAIDEYLIOPISTO | Sibelius Academy, University of the Arts Helsinki / Department of Music Education, Jazz and Folk Music P. O. Box 30, FI–00097 UNIARTS Sähköposti | E-mail [email protected] Tilaushinnat | Subscription rates Ulkomaille | Abroad: 35 Eur vsk. | Vol. Kotimaahan | in Finland: 30 Eur vsk. | Vol. Opiskelijatilaus | Student subscription: 17 Eur vsk. / Vol. Irtonumero | Single copy: 15 Eur (+ postituskulut | shipping) (sis. alv | incl. vat) Painopaikka | Printed by Kirjapaino Hermes Oy, Tampere, 2020 The journal is included in the RILM Full-text Music Journals Collection ISSN 1239-3908 (painettu | printed) ISSN 2342-1150 (verkkojulkaisu | online media) Sisällys | Contents FJME 01 & 02 2020 Vol. 23 Danielle Treacy, Amira Ehrlich & Claudia Gluschankof Editorial | Lukijalle >>> 4–6 Artikkelit | Articles Alon Schab Ancient modes in the modern classroom: Obsolete scales or assets of cultural diversity? >>> 8–21 Aditi Krishna Teaching music and transmitting ideologies: The heterotopic spaces of the new schools in contemporary India >>> 22–33 Alexandra Kertz-Welzel Cultural diversity or core culture? Politics and German music education >>> 34–42 Julia Wieneke Perceptions of collaboration in Austrian whole class ensembles: A qualitative study of four general music teachers >>> 43–57 Katsaukset | Reports Renan Santiago & Ana Ivenicki How to break the cycle? Music education and multiculturalism in a Brazilian context >>> 60–72 Phanindra Upadhyaya Rhetoric of pedagogical inclusivity: Inclusive music teaching in multilingual and multicultural societies of South East Asia and the value of “voice” >>> 73–80 Kushal Karki, Jeevan Lama, John Shrestha & Alex Waiba Music education in Lamjung: Envisioning and co-creating a music education project in Nepal >>> 81–86 Sunit Kansakar & Riju Tuladhar Enabling grassroots participation in the promotion and preservation of traditional musics: The case of the Echoes in the Valley music festival in Nepal >>> 87–93 Shree Lakshmi Vaidyanathan Journey of an accidental music teacher in 21st century India >>> 94–105 Balakrishnan Raghavan Engaging with the idea of a gurukulam in the 21st century >>> 106–115 John Sloboda, Geoffrey Baker, An De bisschop, Sari Karttunnen, Alessandro Mazzola, Juan Sebastian Rojas, Anemone Van Zijl, Heidi Westerlund & Gloria Zapata Restrepo Music for social impact: An overview of context, policy and activity in four countries, Belgium, Colombia, Finland, and the UK >>> 116–143 Lektiot | Lectio Praecursoria Danielle Treacy Imagining possibilities: Musician-teachers co-constructing visions in the Kathmandu Valley >>> 146–151 Ajankohtaista | Actual Albi Odendaal Conference report: Cultural Diversity in Music Education XIV >>> 154–155 Hanna Backer Johnsen, Adriana Di Lorenzo Tillborg & Cecilia Jeppsson Living with differences—Learning tolerance? Reflections on the European Music School Symposium 2019: Music schools—Masters of Collaboration? Creating Interfaces in Music Education Systems >>> 156–159 Info Ohjeita kirjoittajille | Instructions to contributors >>> 162 Kirjoittajat | Contributors >>> 164 Toimituskunnan lausunnonantajat | Review readers for the editorial board >>> 166 Toimitus | Editorial office >>> 171 4 Danielle Treacy, Amira Ehrlich & Claudia Gluschankof Editorial | Lukijalle his special issue is dedicated to the goal of diversification of music education discourse. It includes contributions from 31 authors from a range of career paths T including music teachers, performers and scholars, and geographical regions including Europe, the Middle East, South Africa, South America and South Asia. These contributions, including 4 articles and 7 reports, were selected to showcase some of the voices heard during two conferences that took place in 2019, the Cultural Diversity in Music Education (CDIME) XIV conference1 in Tel Aviv, Israel from June 16th to 19th and the 2nd International Society for Music Education (ISME) South Asia regional confe- rence2 in Kathmandu, Nepal from November 4th to 6th. Both conferences were organised in cooperation with the project Global Visions through Mobilising Networks3 which ends in 2020 and is funded by the Academy of Finland. As researchers in this project, all three guest editors were on the scientific committee of the CDIME conference, with Gluschan- kof chairing this committee, and Treacy also chaired the scientific committee for the ISME South Asia regional conference. The two conferences from which this issue has grown each have a unique history and academic agenda. CDIME has a tradition of challenging academic discourse, as is evident in the choices of conference locations. Odendaal’s conference report (this issue) describes, for example, the impact of the Israeli context within which CDIME XIV took place and how this exposed new levels of intricacy in the socio-political and socio-religious challen- ges of education. This issue includes two articles (see Kertz-Welzel; Schab) and one report (see Santiago) from this conference, which exemplify the importance of engaging with researchers and practitioners of various cultures, and taking time and care to attend to the micro-intricacies that emanate from diverse and complex societies like those in Brazil, India, Israel, and Nepal. The ISME South Asia regional conference had as its overarching theme ‘Music teacher learning and life in the 21st century’. As Nepal does not currently have government-recog- nised music teacher education and the profession of school music teacher is in its infancy in Nepal, this conference was particularly significant. Moreover, for many of the local par- ticipants it was their first opportunity to attend an international music education confer- ence. The conference also proved to be an important forum for both experienced and ear- ly career scholars, with a number of presenters participating in and giving a conference presentation for the first time. This issue features seven contributions from this conference through two articles (Krishna; Wieneke) and five reports (Kansakar & Tuladhar; Karki et al.; Raghavan; Upadhyaya; Vaidyanathan). The CDIME and ISME South Asia conferences, however, were perhaps among the last of their kind––held in a shared physical space enabling not only presentations, but also hands-on workshops, concerts, informal conversations and shared activities like conference dinners–at least for the foreseeable future. This special issue was originally planned to be ready for distribution to all participants of the 34th ISME World Conference in Helsinki, Finland, but sadly the conference had to be cancelled due to the coronavirus pandemic. While it is hard to remember the pre-COVID-19 world, only months ago norms of inter- national academic conferencing allowed platforms such as CDIME and ISME to thrive. These gatherings promoted cross-cultural exchanges of research and practice experiences, creating environments of mutual enrichment. Since then, conferences have moved online, enabling access to participants from all over the world at almost no cost, and leaving recordings that can be revisited. The pandemic has also demonstrated two extreme existen- FJME 01 & 02 2020 vol. 23 5 tial poles of contemporary globalism. On the one hand, it has become quite pertinent that we all share the same planet and that some troubles cannot be escaped no matter where you are in the world. On the other hand, a surprising emergence of a post-global nationalism has taken effect through the shutdown of international borders, including acts of nations reaching out to “rescue” their citizens who had been “stuck” abroad when the pandemic hit, and bringing them “home”. The preparation