Metaphors, intercultural perspective and music teacher training at the University of the Basque Country

Abstract

The purpose of this article was to identify the interactions between students' cultural background and the conditions of teaching and learning at the University of the Basque Country. A group of second-and third-year students was selected because of their special involvement in musical activities, i.e., singing in a choir, singing and playing traditional and pop music. The students experienced these musical activities in current contexts of cultural diversity. For example, they used them for integration in their own cultural contexts, and also in their practical teacher training in schools. The results suggested that an intercultural perspective could have a positive impact on improving the quality of music education. In addition, this was an important area where students and teachers needed training.

Creating Multicultural Music Opportunities in Teacher Education: Sharing Diversity through Songs

“…In Spain for example, the 1990s-educational reform of the Organic Law of General Organization of the Education System's illuminated new concepts in music education. This included musics that came mainly from traditional folk music of the Autonomous Communities (Ibarretxe & Díaz, 2008), and rapidly adapted Spanish music education to the then global trends in music education. A large aspect of this was acknowledging and including multicultural music education as a part of the curricula.…”

A scoping review of international mindedness and related concepts in music education, 2000–2020

“…The majority of studies address pre-service teacher education in some capacity (Bartleet et al, 2020;Dawn, 2005;Đurđanović et al, 2018;Emmanuel, 2005;Joseph, 2005Joseph, , 2012aJoseph & Hartwig, 2015;Joseph & Trinick, 2016;Klopper, 2010;Lasauskiene, 2017Lasauskiene, , 2018Lasauskiene & Bagdonaviciute, 2018;Miettinen et al, 2018;Txakartegi & Gómez, 2008;Westerlund et al, 2015). For example, Miettinen et al (2018) mapped 'the intercultural competences that are required of music teacher educators and that are provided in the music education programmes at two higher music education institutions in Israel and Finland' (p. 67).…”