About the Project - Global Visions
Global Visions Through Mobilizing Networks: Co-Developing Intercultural Music Teacher Education in Finland, Israel and Nepal
Teacher education institutions worldwide face the challenges of equipping future teachers with the necessary skills and understandings to work within increasingly diverse environments. Music teacher education is no different in this respect.
What if music teacher education could be developed across borders, through global interaction, by institutions joining each other in mobilizing networks in order to learn from each other?
What then would become the visions for intercultural music teacher education?
What is it?
Global Visions Through Mobilizing Networks: Co-Developing Intercultural Music Teacher Education in Finland, Israel and Nepal is:
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An international research project, coordinated by the University of the Arts Helsinki, Sibelius Academy in Finland
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A 6 year project (2015-2020)
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Funded by the Academy of Finland, the funding was initially granted for 2015-2019 and later extended to December 2020
Who is involved?
- Partner institutions: University of the Arts Helsinki, Sibelius Academy; Levinsky College of Education, Tel Aviv; Nepal Music Center, Kathmandu
- Principal investigators of the project: Professor Heidi Westerlund, University of the Arts Helsinki, Sibelius Academy and Professor/Docent Sidsel Karlsen, Hedmark University of Applied Sciences/University of the Arts Helsinki, Sibelius Academy
- Other researchers in the project:
- From the University of the Arts Helsinki, Sibelius Academy: Dr Heidi Partti, Dr Alexis Kallio, Laura Miettinen, Vilma Timonen and Danielle Treacy
- From the Levinsky College of Education: Dr Claudia Gluschankof and Amira Ehrlich
- From the Nepal Music Center: Principal Iman Shah
What it does?
- Tests the idea of institutional collaborative learning by creating an international network of music teacher educators and a hybrid space for reflection and planning
- Promotes music teacher agency and educational leadership by searching for teacher educators’ own capabilities to design their future
- Impacts the developmental processes of music teacher education by combining research and educational agendas that deal with diversity in the profession
- Engages in inquiry towards cosmopolitan openness in which disadvantaged or (post-) conflict areas play an important epistemological role
- Develops a pragmatist cosmopolitan orientation that deals with insecurity, ambivalence and struggle as an alternative to the aesthetic tradition of depoliticizing music education
Additional Funding
- Sidsel Karlsen, 7,5 % researcher, Hedmark University of Applied Sciences in Norway
- Vilma Timonen, 12 000 € research grant, Finnish Cultural Foundation
- Danielle Treacy, 50 % research assistant, University of the Arts Helsinki, Sibelius Academy in Finland
- Amira Ehrlich, researcher, Levinsky College of Education in Israel
- Claudia Gluschankof, researcher, Levinsky College of Education in Israel