Abstract and Keywords
This chapter argues that multicultural music education that focuses on preserving cultural roots and cultivating historically justified, authentic musical practices in the classroom is inadequate as the single guiding approach to teaching music. Since musical diversity is already self-evident for today’s students, teachers should consider opening spaces for students’ own, ongoing negotiations of musics in order to create new musical negotiations and multiple belongings as well as social bonding. Moving toward what is often viewed as intercultural education, the chapter extends some of the starting points found in multicultural music education literature by rereading them against research findings regarding immigrant students’ musical agency and Zygmunt Bauman’s sociological analysis of cultural diversity in contemporary society. It argues that developing learning communities in which epistemological horizons and musical repertoire are brought both from outside the classroom and from within its existences would simultaneously entail ethical choices and working toward solidarity and democracy.
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