Intercultural Development Among Music Students and Teachers: A Literature Review. (October 2022)

• Record Type: Journal Article
• Authors: Kang, Sangmi
• Is Part Of: Update, applications of research in music education. Volume 41:Number 1(2022)
• Page Start: 45
• Page End: 53
• Publication Date: 2022-10
• Subjects: cultural diversity -- equity and inclusion -- ethnorelative -- intercultural competence -- intercultural sensitivity -- service learning -- social justice; Music -- Instruction and study -- Periodicals; Musicology -- Periodicals; 780.71
• DOI: 10.1177/87551233211061483
• Languages: English
• ISSNs: 8755-1233

Abstract

In a diverse society, it is crucial to transform one's attitudes from ethnocentric to ethnorelative to deeply engage in, negotiate, and reconcile various cultural manifestations. Using the umbrella term of intercultural development, I reviewed empirical studies of cross-cultural endeavors, contexts, and outcomes among music students and teachers in K–12 and higher education settings. Intercultural development takes place in various contexts, including classroom projects, university partnerships, service learning, and professional development. According to the literature, music students and teachers working in intercultural settings have elicited learning outcomes related to their intercultural development. The outcomes included intercultural competence and sensitivity, musical and pedagogical understanding, and critical awareness of power dynamics. Based on the literature review, I provide implications for intercultural development in music teaching and learning, and suggest future research directions for scholars.