IDENTITÄT UND DIVERSITÄT EINE AUSEINANDERSETZUNG MIT KONZEPTIONELLEN BEGRIFFEN DER INTERKULTURELLEN MUSIKPÄDAGOGIK

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IDENTITÄT UND DIVERSITÄT EINE AUSEINANDERSETZUNG MIT KONZEPTIONELLEN BEGRIFFEN DER INTERKULTURELLEN MUSIKPÄDAGOGIK

Journal Title: Ars inter Culturas - Year 2013, Vol 0, Issue 2

Abstract

IDENTITY AND DIVERSITY. AN EXAMINATION OF TWO CENTRAL CONCEPTS OF INTERCULTURAL MUSIC EDUCATION The concept of diversity entails the development of strategies that capitalize on the diverse cultural potential of the members of a heterogeneous group and explores that potential in a constructive way. In principle, this might be a good idea but it runs the risk of binding cultural potentials within so-called multicultural (learners) groups (of pupils) to their origins/descents, thus strengthening positive racism. In contrast, the new concept of identity operates in terms of a plural or fragmented self, or a patchwork biography, in which the individual is no longer bound by the predetermined factors of one’s identity, such as gender, place of residence, profession of parents or origin/descent. Rather, one has to solve the task of constructing one’s identity over and over again throughout one’s whole life, balancing and integrating different senses of cultural belonging. This article presents both concepts referring to multicultural learners/learning groups. It also discusses whether the theoretical base of diversity and identity rule themselves out in the end or whether there are common assumptions, which reflects the precepts of intercultural music education

Authors and Affiliations

Dorothee Barth

Keywords

Identität Diversität interkulturelle und multikulturelle Musikerziehung identity diversity intercultural multicultural music education

Społeczne, kulturowe i edukacyjne konteksty pedagogiki międzykulturowej Cieszyn-Ustroń Jaszowiec, 19-21 października 2009 roku

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EP ID EP165684
DOI -
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