Intercultural Approaches and "Diversified Normality" in Music Teacher Education: Reflections from Two Angles

Overview & Synopsis

In this article we argue for sustained and contextualized exposure to a variety of musics as a valuable means of developing intercultural approaches in music education as well as in teacher education, approaches which integrate more norm-critical perspectives. Musical diversity in music education concerns issues of participation, citizenship and interaction, not just a presence and representation of differences. It is also about how institutions need to change to reflect the diversity of the society in which we now live, leading to both broadened knowledge, and broadened interest in music. Music education needs to consciously be developed in such a way that it reflects--and is a dynamic part of-- the society we live in today. [This paper was presented at the 9th International Symposium on the Sociology of Music Education (2015).]