Abstract
This participatory action research aims to contribute to a better understanding of the advantages and complications involved in intercultural educational development work in the field of music education. The inquiry focuses on Finnish and Nepali music educators’ collaborative activities in the period 2013–2016 aimed at establishing a music teacher education program in Nepal. The collaboration is examined through the theoretical concept of a professional learning community (PLC). Particular interest is placed on illustrating the nature of the professional learning that took place for the participating teachers during the development of the intercultural PLC. The findings point towards recognizing the importance of supporting systematic collaborative operational models within and between institutions, as they hold the potential for constructing reflective, ethically engaged, and diversity-aware music education – the kind of education that is needed in these rapidly changing times.
Highlights
In this study, I will address the need for music teacher educators’ engagement for ongoing learning in our rapidly changing times and the exploration of means to expand music teacher educators’ professional development into new territories: understanding of cultural diversity, enhancing communication skills, and expanding understanding of the intrinsic values of one’s own educational system
Considering how this work can contribute to the wider music education community, I suggest that looking at the intercultural professional learning community in this study as an innovative knowledge-building community (Hakkarainen, Paavola & Lipponen, 2004) might offer some direction to the efforts of music teacher education institutions to respond to the needs of ever-changing and diversifying societies, and provide ideas about the ways that life in [music] teacher education institutions could be organized in the future
If engagement in the process of dynamic and holistic continuous professional learning demands that teachers go through rather stressful socio-emotional processes, space and time ought to be allocated for managing this within the educational institutions
Summary
The inquiry at hand explores a process wherein music teacher educators from two diverse contexts, Finland and Nepal, engaged in intercultural collaborative educational development work with the aim of learning with and from each other as professionals. The Nepali co-researchers adopted pedagogical approaches in their teaching that I had been using while leading workshops for the students and teachers in the Kathmandu-based music school These included, for instance, the use of body percussion and collaborative composition methods, where features (melodic or rhythmic) of traditional music act as a catalyst for creating new music. Critical reflection of classroom practices and educational environments All of us core team members recognized various ways the collaborative process helped us to become more aware of different dimensions of music teaching and learning. A larger question loomed behind the whole work: Is it possible to impact these fundamental issues of global and local inequalities through music and music education?
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
