Beyond the Dots on the Page: Harnessing Transculturation and Music Education to Address Intercultural Competence and Social Inclusion

Autor/in	Crawford, Renée
Titel	Beyond the Dots on the Page: Harnessing Transculturation and Music Education to Address Intercultural Competence and Social Inclusion
Quelle	In: International Journal of Music Education, 38 (2020) 4, S.537-562 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crawford, Renée)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761420921585
Schlagwörter	Foreign Countries; Music Education; Cultural Awareness; Culturally Relevant Education; Teacher Attitudes; Teaching Experience; Teaching Methods; Refugees; Inclusion; Music Activities; Student Centered Learning; Acculturation; Well Being; Music Teachers; Social Development; Student Development; Secondary School Students; Secondary School Teachers; Australia + Suchen Sie Ihr Suchwort? Ausland; Musikerziehung; Cultural identity; Kulturelle Identität; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Flüchtling; Inklusion; Musikalische Aktion; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Akkulturation; Well-being; Wellness; Wohlbefinden; Music; Teacher; Teachers; Musiklehrer; Soziale Entwicklung; Sekundarschüler; Australien
Abstract	Australia has always been known as one of the most multicultural countries in the world, but as globalisation becomes the norm and we begin to welcome people from countries with vastly different backgrounds, experiences, ideologies, values and belief systems, how can we harness the power of education to develop intercultural competence and enhance social inclusion? A reconsideration of what we teach and how is required in order to account for the social, cultural and economic differences and similarities embodied within the changing society and contemporary student cohort. More specifically, what role can music education play in fostering transculturational practices that provide opportunities for personal, social and academic achievement? This multiple case study is situated across three schools in Victoria, arguably one of the most culturally and religiously diverse and densely populated states in Australia. This research explores the perceptions, experiences and practices of teachers directly or indirectly involved with the music education programme in three schools that have a high percentage of young people with a refugee background. Key findings from this research indicated that intercultural competence and socially inclusive behaviours were seamlessly embedded in the music learning activities that were student-centred, active, practical, experiential and authentic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01