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Abstract
In this case study of an undergraduate internationalized general music course, I examine the content of the curriculum with the central question: How can teacher educators prepare future educators to recognize diverse arts cultures and communities, know how to learn about, and incorporate these bi- and multi-lateral perspectives into instruction? The analysis of reflective statements, a survey and projects of students enrolled in the course provides information on how they conceptualize internationalization and its practice in elementary general music.
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