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Abstract
Music tertiary educators can foster positive experiences that promote diversity, enhance intercultural and cross-cultural understanding through our teaching. Through findings of interview data of tertiary music educators’ understandings of multicultural music practice at two South African universities and at an Australia university, I used interpretative phenomenological analysis to analyse the data. Two major themes emerged: why is it important to teach multicultural music like that of Africa, and what are some of the effective ways of preparing students to best teach it? The data provides insights into an appreciation of and respect for music and cultural diversity. In multicultural societies educators cannot deliver courses based solely on one’s own identity and cultural perspective. I argue that music education may be seen as an agent of social change where music teaching and learning can occur through exploring, experiencing, expressing and engaging in the music of our own culture and that of others.
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Author biography
Dawn Joseph is a senior lecturer in music and education studies in the Faculty of Arts and Education, Deakin University. She is currently responsible for teaching music in both undergraduate and postgraduate courses. She researches, publishes and reviews in national and international journals in the areas of teacher education, music education, African music, ageing and wellbeing, cultural diversity and multiculturalism. She is a national committee member of the Australian Society for Music Education and Chair for the Victorian Chapter.
