Publications

Publications:

Books

Timonen, V. (2020). Co-constructing globalizing music education through an intercultural professional learning community - A critical participatory action research in Nepal. The Sibelius Academy of The University of the Arts Helsinki. Studia Musica 83.

Miettinen, L. (2020). Visions through mobilizing networks: Co-developing intercultural music teacher education in Finland and Israel. The Sibelius Academy of The University of the Arts Helsinki. Studia Musica 82.

Kallio, A., Westerlund, H., Karlsen, S., Marsch, K. & Saether, E. (eds.) (2021) The Politics of Diversity in Music Education. Landscapes: Arts, Aesthetics 29, Springer. https://link.springer.com/book/10.1007%2F978-3-030-65617-1

Treacy, D. S. (2020). Imagining Possibilities: Musician-Teachers Co-Constructing Visions in the Kathmandu Valley, The Sibelius Academy of The University of the Arts Helsinki. Studia Musica 80.

Kallio, A. A., Alperson, P. & Westerlund, H. (eds.) (2019). Music, Education, and Religion: Intersections and entanglements. Indiana: Indiana University Press.

Westerlund, H., Karlsen, S. & Partti, H. (eds.) (2019). Visions for intercultural music teacher education. Springer.

Johnson, D. (ed.) (2018). Confluence – perspectives from an intercultural music exchange in Nepal. Perspectives in music and music education no 12. Malmö: Malmö Academy of Music, Lund University.

Peer-reviewed articles and chapters

Badarne, B. & Ehrlich, A. (2019). “Dancing on the limits”: An Interreligious Dialogue Exploring the Lived Experience of Two Religiously Observant Music Educators in Israel in: Perspectives on Music, Education and Religion: A Critical Inquiry (Eds. Kallio, Alperson & Westerlund), Indiana University Press.

Ehrlich, A. (2016). Dictating “Diversity”: A Case of how language constructs policy in Israeli music education. Finnish Journal of Music Education, 19 (2), 30-47.

Ehrlich, A. & Badarne, B. (2020). Intercultural Music Teacher Education in Israel: Reimagining Religious Segregation Through Culturally Responsive Teaching. In H. Westerlund, S. Karlsen & H. Partti, H. (eds.) Visions for Intercultural Music Teacher Education (pp. 31-46). Landscapes: Arts, Aesthetics 26. Springer.

Kallio, A. A. (2021). Doing dirty work: Ethical demands beyond reflexivity in music education research. In. Kallio, A. A., Westerlund, H., Karlsen, S., Marsch, K. & Saether, E. (eds.) The Politics of Diversity in Music Education (pp. 53-67). Cham: Springer. https://link.springer.com/chapter/10.1007/978-3-030-65617-1_5

Kallio, A. A. (2019). Decolonizing music education research and the (im)possibility of methodological responsibility. Research Studies in Music Education. https://doi.org/10.1177/1321103X19845690

Kallio, A. A. (2019). Music, Education, and Religion: An Invitation. In A. A. Kallio, P. Alperson & H. Westerlund (Eds.) Music, Education and Religion: Intersections and Entanglements. Indiana: Indiana University Press.

Kallio, A. A. (2017). Give Violence a Chance: Emancipation and Escape in/From School Music Education. In G.D. Smith, M. Dines & T. Parkinson (Eds.) Punk Pedagogies: Music, Culture and Learning. (pp. 156-170). New York: Routledge.

Kallio, A. A. & Heimonen, H. (2018). A toothless tiger? Capabilities for Indigenous self-determination in and through Finland's extracurricular music education system. Music Education Research, 21(2), 150-160. Retrieved from: https://doi.org/10.1080/14613808.2018.1545014

Kallio, A. A. & Länsman, H. (2018). Sámi re-imaginings of equality in/through extracurricular music education in Finland. International Journal of Education and the Arts. 19(7). Retrieved from http://www.ijea.org/v19n7/index.html

Kallio, A. A., Marsh, K., Westerlund, H., Karlsen, S. & Sæther, E. (2021). Introduction. In Kallio, A. A., Westerlund, H., Karlsen, S., Marsch, K. & Saether, E. (eds.) The Politics of Diversity in Music Education, (pp. 1-11). Landscapes: Arts, Aesthetics 29, Springer. https://link.springer.com/chapter/10.1007/978-3-030-65617-1_1

Kallio, A. A. & Westerlund, H. (2020). The discomfort of intercultural learning in music teacher education. In Westerlund, H., Karlsen, S. & Partti, H. (eds.) Visions for Intercultural Music Teacher Education. Landscapes: Arts, Aesthetics 26. Springer, 47-61.

Kallio, A. A., Westerlund, H. & Alperson, P. (2019). Introduction. In A. A. Kallio, P. Alperson & H. Westerlund (Eds.) Music, Education and Religion: Intersections and Entanglements. Indiana: Indiana University Press.

Karlsen, S. (2021). The politics of intercultural collaboration in higher music education: Challenges seen from a leadership point of view. In Kallio, A. A., Westerlund, H., Karlsen, S., Marsch, K. & Saether, E. (eds.) The politics of diversity in music education (pp. 203-214). Landscapes: Arts, Aesthetics 29, Springer. https://link.springer.com/chapter/10.1007/978-3-030-65617-1_15

Karlsen, S. (2017). Musikklæreridentitet på rømmen? Noen betraktninger rundt utviklingen av et felt [Music teacher identity on the run? Some observations on the development of a field]. In S. G. Nielsen & Ø. Varkøy (eds.) Utdanningsforskning i musikk – didaktiske, sosiologiske og filosofiske perspektiver. Oslo: Norwegian Academy of Music, 59-68.

Karlsen, S. (2017). Policy, access and multicultural (music) education. In P. Schmidt & R. Colwell (eds.) Policy and the Political Life of Music Education. New York: Oxford University Press, 211-230.

Karlsen, S., Westerlund, H. & Miettinen, L. (2016). Intercultural practice as research in higher music education: The imperative of an ethics-based rationale. In P. Burnard, E. McKinley & K. Powell (Eds.), The Routledge International Handbook of Intercultural Arts Research (pp. 369-379). New York: Routledge.

Koskela, M., Kuoppamäki A., Karlsen, S. & Westerlund, H. (2021). The paradox of democratic popular music education. Intersectionazing ‘youth’ through curriculum analysis. In Kallio, A. A., Westerlund, H., Karlsen, S., Marsch, K. & Saether, E. (eds.) The Politics of Diversity in Music Education (pp. 135-149). Landscapes: Arts, Aesthetics 29, Springer. https://link.springer.com/chapter/10.1007/978-3-030-65617-1_10

Miettinen, L. (first online 2020). Towards relational music teacher professionalism: Exploring intercultural competence through the experiences of two music teacher educators in Finland and Israel. Research Studies in Music Education. https://doi.org/10.1177/1321103X20936399

Miettinen, L. (2019). Religious identities intersecting higher music education: An Israeli music teacher educator as boundary worker. In A. A. Kallio, P. Alperson & H. Westerlund (Eds.), Music, Education, and Religion: Intersections and Entanglements (pp. 238-248). Indiana: Indiana University Press.

Miettinen, L., Gluschankof, C., Karlsen, S. & Westerlund, H. (2018). Initiating mobilizing networks: Mapping intercultural competences in two music teacher programs in Israel and Finland. Research Studies in Music Education, 40(1), 67-88.

Miettinen, L., Westerlund, H. & Gluschankof, C. (2019). Narrating change, voicing values and visions for intercultural music teacher education. In H. Westerlund, S. Karlsen & H. Partti (Eds.), Visions for intercultural music teacher education (pp. 177-193). Landscapes: Arts, Aesthetics 26. Springer.

Timonen, V. (2021). Co-constructing an intercultural professional learning community in music education: Lessons from a Nepali and Finnish collaboration. Nordic Research in Music Education, 2(1) (pp. 161–186). https://doi.org/10.23865/nrme.v2.3028

Timonen, V., Houmann, A., Saether, E. (2020). The reinvented music teacher-researcher in the making: Conducting educational development through intercultural collaboration. In H. Westerlund, S. Karlsen & H. Partti, H. (eds.) Visions for Intercultural Music Teacher Education (pp. 101-114). Landscapes: Arts, Aesthetics 26. Springer. https://link.springer.com/chapter/10.1007/978-3-030-21029-8_7

Timonen, V., Westerlund, H. & Juntunen, M.-L. (2021). Politics of Reflexivity in Music Teachers’ Intercultural Dialogue. In Kallio, A. A., Westerlund, H., Karlsen, S., Marsch, K. & Saether, E. (eds.), The Politics of Diversity in Music Education (pp. 39-52). Landscapes: Arts, Aesthetics 29, Springer. https://link.springer.com/chapter/10.1007/978-3-030-65617-1_4

Treacy, D. S. (2020). "Because I'm a girl": Troubling shared visions for music education. Research Studies in Music Education, 42(3), 310–325.

Treacy, D. S. (2020). Engaging practitioners as inquirers: Co-constructing visions for music teacher education in Nepal. In H. Westerlund, S. Karlsen, S. & H. Partti (Eds.), Visions for Intercultural Music Teacher Education. (pp. 195–214). Landscapes: the Arts, Aesthetics, and Education, vol 26. Springer.

Treacy, D. S., Thapa, S., & Neupane, S. K. (2021). “Where the social stigma has been overcome”: The politics of professional legitimation in Nepali music education. In Kallio, A. A., Westerlund, H., Karlsen, S., Marsch, K. & Saether, E. (eds.), The Politics of Diversity in Music Education. Landscapes: the Arts, Aesthetics, and Education, vol 29 (pp. 119-132). Springer, Cham. https://doi.org/10.1007/978-3-030-65617-1_9

Treacy, D. S., Timonen, V., Kallio, A. A., & Shah, I. B. (2019). Imagining ends-not-yet-in-view: The ethics of assessment as valuation in Nepali music education. In D. J. Elliott, M. Silverman, & G. E. McPherson (Eds.), The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education (pp. 411-429). New York, NY: Oxford University Press. doi: 10.1093/oxfordhb/9780190265182.013.33

Treacy, D. S. & Westerlund, H. (2019). Shaping imagined communities through music: Lessons from the School Song practice in Nepal. International Journal of Music Education, 37(4), pp. 512-523. https://doi.org/10.1177/0255761419850251

Westerlund, H. (2019). The return of moral questions: Expanding social epistemology in music education. Music Education Research 21(5), 503-516. DOI/MS ID: 10.1080/14613808.2019.1665006

Westerlund, H. (2017). Visions for intercultural teacher identity in C21st super diverse societies. In P. Burnard, V. Ross, E. Mackinlay, K. Powell, T. Dragovic & H. J. Minors (eds.) Building Interdiscisplinary and Intercultural Bridges: Where Practice Meets Research and Theory, (pp. 12–19). BIBACC Publishing.

Westerlund, H., Kallio, A. & Karlsen, S. (in print) Interrogating intercultural competence through a ‘pedagogy of interruption’: A meta-synthesis of intercultural outreach projects in music teacher education. Research Studies in Music Education.

Westerlund, H., Kallio, A. A. & Partti, H. (2019). The Performativity of Performance: Agency at the Intersection of Music and Religion in School. In A. A. Kallio, P. Alperson & H. Westerlund (eds.) Music, Education, and Religion: Intersections and Entanglements (pp. 55-67). Indiana University Press.

Westerlund, H. & Karlsen, S. (2019). Epilogue: Music Teacher Education Engaging with the Politics of Diversity. In Westerlund, H., Karlsen, S. & Partti, H. (eds.) Visions for intercultural music teacher education. Landscapes: Arts, Aesthetics 26. Springer, 215-219. Doi. 10.1007/978-3-030-21029-8_14

Westerlund, H. & Karlsen, S. (2017). Knowledge production beyond local and national blindspots: Remedying professional ocularcentrism of diversity in music teacher education. Action, Criticism, and Theory for Music Education, 16(3), 78-107.

Westerlund, H., Karlsen, S. & Kallio, A. (2021) Professional reflexivity and the paradox of freedom. Negotiating Professional Boundaries in a Jewish Ultra-Orthodox Female Music Teacher Education Program. International Journal of Music Education. https://doi.org/10.1177/0255761421988924

Westerlund, H., Karlsen, S. & Partti, H. (2019). Introduction. In H. Westerlund, S. Karlsen & H. Partti (eds.) Visions for Intercultural Music Teacher Education (pp. 1-12). Landscapes: Arts, Aesthetics 26. Springer. https://link.springer.com/chapter/10.1007/978-3-030-21029-8_1

Westerlund, H. & Partti, H. (2018). A cosmopolitan culture-bearer as activist: Striving for gender inclusion in Nepali music education. International Journal of Music Education 36, 4, 531-546. doi.org/10.1177/0255761418771094.

Westerlund, H., Partti, H. & Karlsen, S. (2017). Identity formation and agency in the diverse music classroom. In R. MacDonald, D. Miell & D. Hargreaves (eds.) The Oxford Handbook on Musical Identities, (pp. 493–509). Oxford: Oxford University Press.

Other publications

Kansakar, S. & Tuladhar, R. (2020) Enabling grassroots participation in the promotion and preservation of traditional musics: The case of the Echoes in the Valley music festival in Nepal. The Finnish Journal of Music Education (FJME) 23(1-2), 87–93.

Karki, K. (2017). “Volunteering for democracy in Nepali extracurricular music education”. Written work as part of Teacher’s Pedagogical Studies. University of Arts, Sibelius Academy, Helsinki, Finland.

Karki, K., Lama, J., Shrestha, J. & Waiba, A. (2020) Music education in Lamjung: Envisioning and co-creating a music education project in Nepal. The Finnish Journal of Music Education (FJME) 23(1-2), 81-86.

Odendaal, A. (2020) Cultural Diversity in Music Education XIV. Finnish Journal of Music Edcuation 23 (1-2), 154–155.

Shah, I. (2017). “Countering Inequality in Nepali Music Education”. Written work as part of Teacher’s Pedagogical Studies. University of Arts, Helsinki. Sibelius Academy, Helsinki, Finland.

Shrestha, J. (2017). “Peer Teaching and Learning in a Nepali Rock Band”. Written work as part of Teacher’s Pedagogical Studies. University of Arts, Sibelius Academy, Helsinki, Finland.

Sæther, E. (2018). Intercultural musical learning in higher music education: A way forward. In D. Johnson (ed.) Confluence – perspectives from an intercultural music exchange in Nepal. Perspectives in Music and Music Education no 12. Malmö: Malmö Academy of Music, Lund University, 101-105.

Sæther, E. & Westerlund, H. (2019). Could dealing with uncertainty transform music teacher education? Blog at the International Society for Music Education home page.

Timonen, V. & Treacy, D. S. (2015). Training ignorant experts? Taking Jacques Ranciere seriously in music teacher education. Finnish Journal of Music Education, 18(2), 84-87.

Treacy, D. S. (2020). Imagining possibilities: Musician-teachers co-constructing visions in the Kathmandu Valley (Lectio praecursoria). Finnish Journal of Music Education, 23(1-2), 146–151.

Treacy, D. S. (2019). ISME South Asia regional conference expands ISME’s international community. Blog at the International Society for Music Education home page.

Treacy, D., Ehrlich, A. & Gluschankof, C. (2020) (Eds.) The Finnish Journal of Music Education (FJME) 23(1-2).

Tuladhar, R. (2017). “Building social capital through music participation: A case of a female dapha/bhajan ensemble”. Written work as part of Teacher’s Pedagogical Studies. University of Arts Helsinki, Sibelius Academy, Helsinki.

Westerlund, H. (2018). Preface. In D. Johnson (ed.) Confluence. Perpectives from an intercultural music exchange in Nepal. Perspectives in Music and Music Education No 12. Lund University, 13-15.

Westerlund, H. & Karlsen, S. (2018). Co-constructing global visions for intercultural music teacher education. Experiences from a mobilizing network between Finnish, Israeli and Nepali music teachers. Finnish Journal of Music Education 21, 1, 56-63.

Westerlund, H. & Partti, H. (2018). Striving for a more inclusive music education in Nepal: Biographical notes from Nucche Bahadur Dangol’s life work. Nord Print: Nepal Music Center & CERADA (published also in Nepali language).

Invited keynotes

Bresler, L. (2017, October). Knowledge that matters: Seeking aesthetic wisdom.
Presented at the Tacit Knowledge in the Arts Conference, Umeå, Sweden.

Partti, H. (2017, July). Towards cosmopolitan musicianship in the era of total connectivity. Keynote at the Asia-Pacific Symposium for Music Education (APSMER ’17) - Music Education Transcending Borders, Melaka, Malaysia.

Saether, E. (2016, August). Social sustainability and education reform – implications of and reflections on El Sistema in Sweden. Keynote at the BIBAC Conference, Building Interdisciplinary Bridges Across Cultures, University of Cambridge, UK.

Treacy, D. S. (2020). Reflections on the use of appreciative inquiry in a cross-cultural music education collaboration, The Nordic Network for Music Education (NNME) annual symposium and intensive joint Master course, Hamar, Norway, November 4-6, 2020.

Westerlund, H. (2017, April). Complex society and the return of moral education: Consequences for music teacher education. Keynote presented at the10th International Research in Music Education conference, Bath Spa University, 24.-27.4. 2017.

Westerlund, H. (2016, August). Visions for intercultural teacher education: Sociological angles and cross-cultural lessons from Finland, Israel, Cambodia and Nepal. Keynote at the BIBAC Conference, Building Interdisciplinary Bridges Across Cultures, University of Cambridge, UK.

Westerlund, H. (2016, May). Future narratives: Narrative mania or resource for activist music educators? Keynote at the NIME4: The fifth International Conference on Narrative Inquiry in Music Education, University of Illinois at Urbana-Champaign, USA.

Westerlund, H., Karki, K., Shah, I., Shrestha, J., Timonen, V., Tuladhar, T. & Treacy, D. (November 2019) ‘Self-reflexivity in and through intercultural professional collaboration in music education’. Joint keynote in the 2nd South Asia Regional Conference, International Society for Music Education, Kathmandu, November 4–6, 2019.

Westerlund, H. & Karlsen, S. (2019, June). 'Culture as (re)organised diversity': Rethinking the social and the cultural in agonistic music teacher education. Keynote at the XIV Cultural Diversity in Music Education (CDIME) conference, 16-19, June, 2019, Levinsky College of Education in Tel Aviv, Israel

Conference presentations

Ehrlich, A. (2018, July). Assessing an intervention towards inclusion: The Ultraorthodox women’s campus for music teacher education in Jerusalem. Paper presented at the International Society for Music Education Conference (ISME), Baku, Azerbaijan.

Ehrlich, A. (2018, July). Initiating collegial collaboration against dominant ideology: Conversations between an Orthodox Jew and a devout Muslim music teacher educator in Israel. Paper presented at the Music in Schools and Teacher Education Commission (MISTEC), Prague, Czech Republic.

Gluschankof, C. & Ehrlich, A. (2017, March-April). Confusing music teacher identity mixed messages in extra-curricular programming of a faculty of music education. Paper presented at the Cultural Diversity in Music Education XIII (CDIME) Conference, Kathmandu, Nepal.

Gluschankof, C., Miettinen, L., Karlsen, S. & Westerlund, H. (2016, January). Mapping intercultural competences in two music teacher programmes in Israel and Finland. Paper presented at the Research at College 16, Levinsky College of Education, Tel Aviv, Israel.

Gurung, P. & Treacy, D. S. (2017, March-April). Building an appreciative inquiry teachers' network: A co-reflection from the Kathmandu Valley, Nepal. Paper presented at the Cultural Diversity in Music Education XIII (CDIME) Conference, Kathmandu, Nepal

Johnson, D., Sæther, E., Thomson, K., Upadhyaya, P., Westerlund, H. & Gurung, P. (2018, July). Confluence – perspectives from an intercultural music exchange in Nepal. Paper presented at the International Society for Music Education Conference (ISME), Baku, Azerbaijan.

Kallio, A. A. (2018, June). Cultivating a decolonial imagination in music teacher education. Paper presented at the Music in schools and teacher education commission (MISTEC), ISME, Prague, Czech Republic.

Kallio, A. A. (2018, February). Apology or inquiry? Learning from Indigenous ontoepistemologies and methodologies as a non-Indigenous researcher. Paper presented at the 2nd European Congress of Qualitative Inquiry, Leuven, Belgium.

Kallio, A. A. (2018, February). Joik research. Paper presented as part of the symposium: Arts-based research in the area of Nordic music education – a multi modal turn? (chair: Cecilia Ferm Almqvist) at the 23rd conference of Nordic Network for Research in Music Education, Oslo, Norway.

Karki K. (2018, July). Volunteering for democracy in Nepali extracurricular music education. Paper presented at the International Society for Music Education Conference (ISME), Baku, Azerbaijan.

Karlsen, S. (2018, July). What does intercultural collaboration look like from an institutional perspective? Paper presented at the Music in Schools and Teacher Education Commission (MISTEC), Prague, Czech Republic.

Karlsen, S. & Westerlund, H. (2018, July). Workshop: Searching for commonalities and diversities in music teacher education. Presented at the Music in Schools and Teacher Education Commission (MISTEC), Prague, Czech Republic.

Koskela, M., Kuoppamäki, A., Karlsen, S. & Westerlund, H. (2017, March-April). What counts as diversity? Intersectional investigations into Finnish national music curricula. Paper presented at the Cultural Diversity in Music Education XIII (CDIME) Conference, Kathmandu, Nepal.

Miettinen, L. (2019, June). Co-creating visions for intercultural music teacher education in Finland and Israel. Paper presented at the Cultural Diversity in Music Education XIV (CDIME) Conference, Tel Aviv, Israel.

Miettinen, L. (2017, March-April). Co-constructing intercultural music teacher education through methodological design. Paper presented at the Cultural Diversity in Music Education XIII (CDIME) Conference, Kathmandu, Nepal.

Miettinen, L. (2016, May). Ethical considerations of collaborative cross-cultural research: A case of Finland and Israel. Paper presented at the International Congress of Qualitative Inquiry, Urbana-Champaign, USA.

Miettinen, L. (2016, May). Stepping out of comfort zones: Narratives of intercultural identity work of two music teacher educators in Finland and Israel. Paper presented at the 5th International Conference on Narrative Inquiry for Music Education, Urbana-Champaign, USA.

Miettinen, L., Gluschankof, C. & Westerlund, H. (2016, July). Envisioning intercultural music teacher education in a time of uncertainty. Paper presented at the International Society for Music Education 32nd (ISME) World Conference, Glasgow, Scotland.

Miettinen, L., Gluschankof, C., Karlsen, S. & Westerlund, H. (2014, July). Initiating mobilizing networks: A case study on intercultural competences in two music teacher programs in Israel and Finland. Paper presented at the ISME (International Society for Music Education) 2014, Porto Alegre, Brasil.

Odendaal, A. (2017, March-April). Intercultural teaching skills through the eyes of four South African music teacher educators. Paper presented at the Cultural Diversity in Music Education XIII (CDIME) Conference, Kathmandu, Nepal.

Partti, H. & Westerlund, H. (2015, April). Social activism in the ‘Majority World’ music education: A narrative study on one Nepalese Newari musician’s life-long negotiation between tradition and visions for inclusion. Paper presented at the Research in Music Education (RIME) Conference, Exeter, UK.

Perl, N. & Ehrlich, A. (2018, July). Institutional perspectives, developments and experiences from an Israeli perspective. Paper presented at the Music in Schools and Teacher Education Commission (MISTEC), Prague, Czech Republic.

Shah, I. (2018, July). Countering Inequality in Nepali Music Education. Paper presented at the International Society for Music Education Conference (ISME), Baku, Azerbaijan.

Shah, I. (2018, July). Video presentation in the panel “Institutional perspectives, developments and experiences in Finland, Israel and Nepal”. Presented at the Music in Schools and Teacher Education Commission (MISTEC), Prague, Czech Republic.

Shah, I. (2017, November). Co-developing music education through reflexivity and exchange in the context of Nepal. Paper presented at the ISME South Asia Regional Conference, Bangalore, India.

Shah, I., Treacy, D. S. & Timonen, V. (2015, June). Assessment as manifestations of culturally constructed conceptions of knowledge and values in music education: Challenges for envisioning practices in Nepalese schools. Paper presented at the Cultural Diversity in Music Education XII (CDIME) Conference, Helsinki, Finland.

Shah, I. & Tuladhar, R. & Karki, K. (2018, July). Co-developing music education through reflexivity and exchange in the context of Nepal. Panel presentation at the International Society for Music Education Conference (ISME), Baku, Azerbaijan.

Shah, I., Tuladhar, R., Shrestha, J. & Karki, K. (2017, March-April). Co-developing music education through reflexivity and exchange in the context of Nepal. Paper presented at the Cultural Diversity in Music Education XIII (CDIME) Conference, Kathmandu, Nepal.

Sæther, E. (2018, July). Music education in times of trouble. Paper presented at the Music in Schools and Teacher Education Commission (MISTEC), Prague, Czech Republic.

Timonen, V. (2019, November). Experiences from a collaborative learning process in intercultural music teacher community. Paper presented at ISME South-Asia Regional conference, Kathmandu, Nepal.

Timonen, V. (2018, July). Challenging a Finnish folk musician’s professional self: Artistic and pedagogical transformations in Nepal. Paper presented at the Music in Schools and Teacher Education Commission (MISTEC), Prague, Czech Republic.

Timonen, V. (2018, July). Increasing intercultural competences in music teacher education through reflexivity -Lessons from a collaborative project between Nepali and Finnish music teachers. Paper presented at the International Society for Music Education 33rd (ISME) World Conference, Baku, Azerbaijan.

Timonen, V. (2018, January). Towards educational development through intercultural collaboration –local as a vehicle for global. Paper presented at the Pedagogies, Practices and the Future of Folk Music in Higher Education conference, Glasgow, Scotland.

Timonen, V. (2017, November). Reinventing music teacher educators through intercultural collaboration and program development. Paper presented at the ISME South Asia Regional Conference, Bangalore, India.

Timonen, V. (2015, June). Co-creating music teacher education in Nepal. Paper presented at the Cultural Diversity in Music Education XII (CDIME) Conference, Helsinki, Finland.

Timonen, V., Juntunen, M.-L. & Westerlund, H. (2017, March-April). Colonialism or empowerment? Exploring teacher reflexivity in a Nepalese music school context. Paper presented at the Cultural Diversity in Music Education XIII (CDIME) Conference, Kathmandu, Nepal.

Timonen, V., Shah, I. & Partti, H. (2016, July). Towards educational development through intercultural collaboration: Co-creating the ‘third space’ in music teacher education in Finland and Nepal. Paper presented at the International Society for Music Education 32nd (ISME) World Conference, Glasgow, Scotland.

Timonen, V. & Tuladhar, R. (2019, June). Boundary crossing in an intercultural learning environment. Dialogical reflections between Nepali and Finnish music teacher-researchers. Paper presented at Cultural Diversity in Music Education (CDIME) conference, Tel Aviv, Israel.

Timonen, V. & Tuladhar, R. (2018, October). Equal accessibility through international capacity building - Experiences from Nepali-Finnish collaboration. Paper presented at World Music Expo (WOMEX) conference, Las Palmas, Spain

Treacy, D. S. (2020). Reflections on possibilities and pitfalls from using appreciative inquiry in a cross-cultural research project, Seminar on Migration and the Arts: Borders, Intercultural Collaborations and Education, Malmö, November 30-December 1, 2020.

Treacy, D. S. (2019, November). Insights for music teacher education from co-constructing visions with musician-teachers in the Kathmandu Valley. Paper presented at the International Society for Music Education (ISME) South Asia Regional Conference, Kathmandu, Nepal.

Treacy, D. S. (2019, June). Envisioning music teacher education: Global lessons from Nepal, CDIME, Tel Aviv, June 16-19, 2019

Treacy, D. S. (2018, July). To imagine, aspire, inquire and take action: Experiences co-constructing visions with musician-teachers in the Kathmandu Valley. Paper presented at the Music in Schools and Teacher Education Commission (MISTEC), Prague, Czech Republic.

Treacy, D. S. (2017, November). Engaging practitioners as inquirers: Co-constructing visions for music teacher education in Nepal. Paper presented at the ISME South Asia Regional Conference, Bangalore, India.

Treacy, D. S. (2017, October). Co-constructing visions in music teacher education. Poster presented at the MUs!C School music teacher training 60th anniversary, Sibelius Academy, University of the Arts Helsinki, Helsinki, Finland.

Treacy, D. S. (2017, September). Co-constructing visions for music teacher education: Methodological and ethical deliberations on anticolonial research in the majority world. Paper presented at the How to Speak About the Unspeakable in Research Conference, Oulu, Finland.

Treacy, D. S. (2017, March). Co-constructing visions for context-specific music teacher education: Appreciative inquiry in the Kathmandu Valley. Paper presented at the Nordic Network for Research in Music Education (NNMPF) Conference, Gothenburg, Sweden.

Treacy, D. S. (2017, February). Reflexive Appreciative Inquiry in the majority world: Methodological and ethical deliberations from a 4D cycle with musician-teachers in the Kathmandu Valley, Nepal. Paper presented at the European Congress of Qualitative Inquiry, Leuven, Belgium.

Treacy, D. S. (2015, September). Appreciative Inquiry and teacher collaboration as a strategy for envisioning inclusive music education in Nepal. Paper presented at the Society for Ethnomusicology-International Council for Traditional Music Conference, Limerick, Ireland.

Treacy, D. S. (2015, June). Co-constructing visions for inclusive music education in Nepal: Methodological choices and ethical considerations for cross-cultural research. Paper presented at the Cultural Diversity in Music Education XII (CDIME) Conference, Helsinki, Finland.

Treacy, D. S. (2015, March). Co-constructing visions for inclusive music education: Appreciative Inquiry in Kathmandu Valley schools. Paper presented at the Nordic Network for Research in Music Education (NNMPF) Conference, Helsinki, Finland.

Treacy, D. S., Thapa, S. & Neupane, S. K. (2017, March-April). Cultural renewal and change: The role of global influences in Nepali music and music education. Paper presented at the Cultural Diversity in Music Education XIII (CDIME) Conference, Kathmandu, Nepal.

Treacy, D. S. & Westerlund, H. (2016, July). Rethinking the distinction between school music and ‘proper’ music education: Lessons from the School Song practice in Nepal. Paper presented at the International Society for Music Education 32nd (ISME) World Conference, Glasgow, Scotland.

Tuladhar, R., Shreshtha, J., Karki, K. & Sharma, S. (2017, November). Building formal music education in Nepal – a case of public-private partnership. Paper presented at the ISME South Asia Regional Conference, Bangalore, India.

Westerlund, H. (2018, July). Global visions: Institutional learning through transnational collaboration between Nepali, Israeli and Finnish music teachers. Panel presentation at the International Society for Music Education Conference (ISME), Baku, Azerbaijan.

Westerlund, H. (2018, July). Institutional perspectives, developments and experiences from a Finnish perspective. Paper presented at the Music in Schools and Teacher Education Commission (MISTEC), Prague, Czech Republic.

Westerlund, H. (2017, November). Striving for unity or diversity? What the west can learn from value-songs in Kathmandu Valley schools? Paper presented at the ISME South Asia Regional Conference, Bangalore, India.

Westerlund, H. (2017, March-April). From knowledge-transmission to societal transformation: Diversity as a test for democracy in music education. Panel with Huib Schippers and Patricia Shehan Campbell at the Cultural Diversity in Music Education XIII (CDIME) Conference, Kathmandu, Nepal.

Westerlund, H., Galmiche, M., Kamensky, H., Laes, T. & Sæther, E. (2018, July). Expanding professionalism through social innovations: Towards wider participation in and through music schools in France, Sweden and Finland. Panel presented at the International Society for Music Education 33rd (ISME) World Conference, Baku, Azerbaijan.

Westerlund, H., Kallio, A. & Karlsen, S. (2018, March). Interrogating intercultural competences: Towards relational professionalism in music teacher education. Paper presented at the 26th European Association for Music in Schools Conference, Jelgava, Latvia.

Westerlund H. & Karlsen, S. (2018, July). Co-constructing global visions for intercultural music teacher education: Experiences from a mobilizing network between Finnish, Israeli and Nepali music teachers. Paper presented at the Music in Schools and Teacher Education Commission (MISTEC), Prague, Czech Republic.

Westerlund, H. & Karlsen, S. (2018, February). Co-constructing global visions for intercultural music teacher education: Experiences from a mobilizing network between Finnish, Israeli and Nepali music teachers. Paper presented at the Nordic Network for Research in Music Education, Hurdal, Norway.

Westerlund, H., & Karlsen, S. (2017, March-April). Global visions through mobilizing networks: Co-developing intercultural music teacher education in Finland, Israel, and Nepal. Paper presented at the Cultural Diversity in Music Education XIII (CDIME) Conference, Kathmandu, Nepal.

Westerlund, H. & Karlsen, S. (2016, July). Co-developing global visions through living the paradoxes of context-bound and cross-national music teacher education. Paper presented at the International Society for Music Education 32nd (ISME) World Conference, Glasgow, Scotland.

Westerlund, H., Karlsen, S., Saether, E. & Bresler, L. (2017, March-April). Panel: Global visions through mobilizing networks: Co-developing intercultural music teacher education in Finland, Israel and Nepal. Presented at the Cultural Diversity in Music Education XIII (CDIME) Conference, Kathmandu, Nepal.