Promoting cultural understandings through song across the Tasman: pre-service primary teacher education

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).…”

Presenting, performing and exploring music and culture: transnational perspectives using online and face-to-face pedagogies in teacher education

“…Children engage with music from a very early age (sing, dance, play, listen, create) they learn new music and engage with different musical styles facilitated by families, communities, media and the school (Campbell & Wiggins 2013). Hence research has shown that music can be used as an effective vehicle to help children understand, learn and respect music and cultures from non-western traditions (Abril 2009;Shaw 2012;Joseph & Trinick 2016).…”