Developing an understanding of intercultural music education in a Nordic setting
Journal article, Peer reviewed
Published version
![Thumbnail](/hvlopen-xmlui/bitstream/handle/11250/2976851/Rinde23085.pdf.jpg?sequence=6&isAllowed=y)
View/ Open
Date
2021Metadata
Show full item recordCollections
- Import fra CRIStin [3621]
- Institutt for kunstfag [269]
Original version
Christophersen, C., & Rinde, F. B. (2021). Developing an understanding of intercultural music education in a Nordic setting. Nordic Research in Music Education, 2(2), 5-27. 10.23865/nrme.v2.2772Abstract
The purpose of this article is to achieve greater clarification of the meaning of the word ‘intercultural’ when used in Nordic music education research, by means of a literature review. The findings suggest that ‘intercultural’ is used in different ways, sometimes without definition. A central theme that emerges is developing student teachers’ intercultural competence through disturbance. There is little research into pupils’ intercultural competence, or intercultural music education at primary level. The findings are merged with international scholarship to envisage how different understandings of ‘intercultural’ might affect music in schools. We suggest placing intercultural music education along a continuum from intercultural approaches to music education to intercultural education through inclusive music pedagogy.