Productive Dissonance: A Musical-analytical Exploration of Teacher Educator Perceptions in a Multicultural Education Program

Abstract

The purpose of this study is to explore, using a musical metaphor, the consonance, counterpoint, dissonance, and resonance of a large-scale multicultural teacher education program. In particular, it examines the different instructional approaches of seven graduate students and two faculty who currently teach an undergraduate multicultural education course at a large midwestern university. By combining a theoretical framework (Bennett, 2010) with a musical-analytical approach, the study explores how the interplay of individual voices contributes to a "productive dissonance" that has the potential to transform the overall program. Multicultural Teacher Education ProgramsMethod Areas of Consonance, Counterpoint, Dissonance, and Resonance Productive Dissonance ReferencesDissonance is an essential element in almost any musical work; it is present when two notes that do not seem to fit together push toward a resolution. While "dissonance" comes out of a Western musical tradition and what is labeled "dissonant" varies depending on cultural context, the idea of using conflicting notes to develop a musical idea is a universal construct. Although dissonance can be destructive, turning music into noise, it is more often productive, resulting in a tension that moves the music forward. The purpose of this study is to explore, using a musical metaphor, some of the tensions inherent in a large-scale multicultural teacher education program. In particular it examines how the needs of the program to create a cohesive curriculum and the needs of the instructors to develop an individual approach may generate a "productive dissonance" that has the power to transform the program.

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“…The study adopted the conceptual model of comprehensive multicultural curriculum suggested by Bennett. This model was used by Dejene [10] in his evaluation of Ethiopian Primary School Second Cycle Social Studies textbooks from multicultural perspectives and Clark [7] in his study entitled Productive Dissonance: A Musical-Analytic Exploration of Teacher Educator Perceptions in a Multicultural Education Program.…”

Multiculturalism: Are pre-service ELT teachers ready for it?

“…In this respect, multicultural training should proceed along with the period of study enabling students to gain theoretical knowledge applicable in the field. Besides, these educational trainings should ensure that students appreciate their cultural differences (Clark, 2010). Additionally, teacher training programs including multicultural training should embody a clear framework and objectives enhancing not only students' but also teachers' awareness of multiculturalism and bridge the gap between theory and practice providing students to witness realistic multicultural issues in public schools.…”