Welcome to the 2018 Music in Schools and Teacher Education Commision (MISTEC) Seminar at NYU Prague - July 8-12, 2018.

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Global Visions Symposium [clear filter]
Tuesday, July 10

8:30am CEST

Lessons from Global Visions intercultural music teacher education program
The purpose of this seminar is to share the benefits and challenges of engaging in collaborative intercultural research in music teacher education. The presentations are based on an ongoing research project, “Global visions through mobilizing networks: Co-developing intercultural music teacher education in Finland, Israel and Nepal”, funded by the Academy of Finland in 2015-2019 and involving over 15 researchers worldwide. The presenters will shed light on the multifarious opportunities for individual, collective and institutional learning in work that aims to develop intercultural music teacher education by creating mobilizing networks beyond our local and national contexts. So far, the experiences from the ongoing project can be briefly summed up like this: “If you prefer your status quo, we don’t suggest you do the ‘co-’”!

The overall purpose of the “Global visions through mobilizing networks” project is to develop visions for intercultural music teacher education through collaborative intercultural research involving three different institutions, namely the Sibelius Academy of the University of the Arts Helsinki (Finland), the Nepal Music Center (Nepal) and the Levinsky College of Education (Israel). At the present we are more than halfway through the project, which runs from 2015-2019, and have already learnt some valuable lessons. One of the main overarching experiences and findings so far has been the insight that, in order to develop interculturally sensitive educational programs and research approaches we need to adhere to theoretical and ideological lenses that allow for heterogeneous and kaleidoscopic reflexivity and avoid panoptical and ocularcentric conceptions of diversity. Moreover, if intercultural knowledge production should happen in fruitful and sound ways, we also need to include the ethico-political dimensions of such interaction. In this presentation, we will highlight these dimensions while also give examples from the ongoing program.

Heidi Westerlund (Sibelius Academy, University of the Arts Helsinki, Finland) & Sidsel Karlsen (Norwegian Academy of Music, Norway)

Tuesday July 10, 2018 8:30am - 9:00am CEST
Havel Room

9:00am CEST

To imagine, aspire, inquire and take action: Experiences co-constructing visions with music teachers in the Kathmandu Valley
This presentation explores how co-constructing visions might engage teachers as inquirers in a majority world context by reflecting upon sixteen Appreciative Inquiry workshops I co-facilitated involving over 50 Nepali musician-teachers in the Kathmandu Valley in 2016. It extends the Anglo-American concept of teachers’ visions (Hammerness, 2004) through Indian-born socio-cultural anthropologist Arjun Appadurai’s notions of the imagination (1996) and the social and cultural capacity to aspire (2004). In the presentation, I will reflect on the processes that took place when co-constructing visions, including the ways co-constructing visions may have been the fuel for action, and analyse the implications of the resulting co-constructed visions. The findings highlight the importance of developing and supporting collaborative learning for the development of both preservice and inservice music teacher education.   

Danielle Treacy (Sibelius Academy, University of the Arts Helsinki, Finland)

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Danielle Treacy

Doctoral researcher, Sibelius Academy, University of the Arts Helsinki

Tuesday July 10, 2018 9:00am - 9:30am CEST
Havel Room

9:30am CEST

Challenging a Finnish folk musician's professional self: Artistic and pedagogical transformations in Nepal
Educational development, and the transformation it entails, is a multifaceted and, at times, difficult process. In this presentation I reflexively examine and reflect upon the process of a cross-national and inter-institutional educational development, in which I took part. As a Finnish music educator and scholar, my work took place in Nepal, working together with local educators to design and establish a new music Performance Diploma program. This program emphasizes traditional music, its contemporary forms of performing as well as research and pedagogy.
The cross-cultural nature of this work presented a number of challenges, but also opportunities, relating to artistic and pedagogical transformation. The focus of this presentation is not necessarily on the formation of the intercultural professional learning community in Nepal, but the impact on my own professional self. As part of the collaborative process, difficulties arose from the cultural and linguistic differences, value dimensions and communication styles. Discomfort was ever present in the work. An ability to stay open to and learn from the culture of the ‘Other’, while acknowledging, reflecting upon and responding to matters, questions, beliefs and values in one’s local surroundings was challenging for the individuals involved in the work. Nonetheless, the findings suggest that acknowledgment and acceptance of cultural complexities may enable emergence of the ‘third space’ where new pedagogical and artistic practices, tools, concepts, and understandings can be co-created and sustainable music education development can take place.

Vilma Timonen (Sibelius Academy, University of the Arts Helsinki, Finland)

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Vilma Timonen

Senior Lecturer, Sibelius Academy
Vilma Timonen is a Lecturer in Folk Music at Sibelius Academy, University of the Arts. Her extensive career as a pedagogue and musician comprehends working in various fields of teacher education as well as being one of the pioneers bringing traditional Finnish folk instrument Kantele... Read More →

Tuesday July 10, 2018 9:30am - 10:00am CEST
Havel Room

10:00am CEST

Institutional perspectives, developments and experiences in Finland, Israel and Nepal
Iman Shah (Nepal Music Center, Kathmandu, Nepal), Amira Ehrlich (Levinsky College of Education, Israel), Naomi Perl (Levinsky College of Education/Mandel Institute of Educational Leadership, Israel), Sidsel Karlsen (Inland Norway University of Applied Sciences, Norway) & Heidi Westerlund (Sibelius Academy, University of the Arts Helsinki, Finland)

avatar for Amira Ehrlich

Amira Ehrlich

Program Coordinator - Graduate Studies (M.Ed) in Music Education, Levinsky College of Education, ISRAEL

Tuesday July 10, 2018 10:00am - 10:30am CEST
Havel Room

11:00am CEST

Initiating collegial collaboration against dominant ideology: Conversations between an Orthodox Jew and a devout Muslim music teacher educator in Israel
Contemporary Israeli society is characterized by socio-political tensions and norms of socio-religious segregation. In education, this is experienced through mandates that allocate populations to segregated institutions according to socio-religious affiliations – structural segregation that mirrors the broader geo-political profiles of many Israeli neighborhoods, towns, cities, and entire regions. Most specifically, scholars have noted norms of overwhelming disconnect between Jews and Arabs in Israel, warning against possible consequences that lead to little mutual knowledge of each other, and ultimately promote the perpetuation of a social pathology of violence.  

In challenging these divisive local norms, this presentation presents a rare dialogue between two religiously observant music educators: a Jewish orthodox woman, and a Muslim man. Together, we embarked on a journey of exploration, searching for new possibilities for mutual understanding and identification. Creating a commitment and framework for on-going collegial dialogue, we worked to document, explore, and expose the ways in which we each negotiate our personal obligations to religious observances within our respective daily practices of music teacher education.

In many ways, our commitment to collegial dialogue emerged as no less important than the interreligious factor of our work. The mutual sharing between two lecturers of music teacher education working within the same institution revealed the importance of collegial dialogue in challenging institutional norms of cultural sensitivity, and in re-considering the preparation of pre-service teachers for their future work within diverse and segregated socio-religious populations.
This presentation exemplifies how college campus can act as a safe place, dislocated from daily socio-geographical-political tensions – a place where a Jewish religious woman and a Muslim man can sit down together and converse. Finally, this presentation suggests what practices of music teacher education can benefit from the cultivation of such conversations.

Amira Ehrlich (Levinsky College of Education, Israel)

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Amira Ehrlich

Program Coordinator - Graduate Studies (M.Ed) in Music Education, Levinsky College of Education, ISRAEL

Tuesday July 10, 2018 11:00am - 11:30am CEST
Havel Room

11:30am CEST

Cultivating a decolonial imagination in music teacher education
In this presentation I explore the potentials for cultivating a decolonial imagination (Savransky 2017) in music teacher education through a case study of a Finnish university outreach project. As the sixth iteration of the project, this was the first engagement with Indigenous Sámi communities and cultures, with staff and student-teachers traveling from the capital Helsinki, to teach school-aged children in Sápmi, the traditional Sámi homelands in the far North. Through examining two student music teachers’ and one teacher educator’s changing understandings of coloniality and privilege (Balto & Østmo 2012; Kallio & Länsman, submitted), I argue that approaches to music teacher education predicated on the incremental integration of culturally minoritized groups cannot allow for the imagination required to confront the mechanisms of injustice and inequality (Patel 2013). In rejecting a politics of inclusion that reinforces the dominance and hegemony of western onto-epistemologies, in this presentation I ask: what does the decolonisation of music teacher education demand if it is to be more than an empty signifier of inequality? (Tuck & Yang 2012).

Balto, A. & Østmo, L. (2012). Multicultural studies from a Sámi perspective: Bringing traditions and challenges in an indigenous setting. Issues in Educational Research, 22(1), 1-17.

Kallio, A.A. & Länsman, H. (2018). Sámi Re-Imaginings of Equality in/through Extracurricular Arts Education in Finland. International Journal of Education and the Arts, 19(7), Retrieved from https://doi.org/10.18113/P8ijea1907
Patel, L. (2013). Youth held at the border: Immigration, education, and the politics of inclusion. New York: Teachers College Press.
Savransky, M. (2017). A decolonial imagination: Sociology, anthropology and the politics of reality. Sociology, 51(1), 11-26.
Tuck, E. & Yang, K.W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education and Society, 1(1), 1-40.

avatar for Alexis Anja Kallio

Alexis Anja Kallio

Postdoctoral Research Fellow, Sibelius Academy, University of the Arts Helsinki

Tuesday July 10, 2018 11:30am - 12:00pm CEST
Havel Room

12:00pm CEST

Workshop: Searching for commonalities and diversities in music teacher education
This workshop will include both individual and group reflection, prompted by topics and questions presented by the workshop organizers. The aim is to discuss diversities in music teacher education on a broad level, and to explore what might enable or hinder the implementation of approaches more sensitive to diversity in such educational contexts.

Tuesday July 10, 2018 12:00pm - 1:30pm CEST
Havel Room