期刊名称：Action, Criticism and Theory for Music Education
印刷版ISSN：1545-4517
出版年度：2017
卷号：16
期号：3
页码：78-107
DOI：10.22176/act16.3.78
出版社：Southern Illinois University Edwardsville, MayDay Group
摘要：In this article, we argue that mainstream discourses of diversity in music education are ocularcentric; that is, they provide a one-sided way of understanding diversity that has prevented music educators from seeing our biases. In remedying these local and national professional blindspots, we propose transnational knowledge production, which we explore through our own experiences in an ongoing research project aiming to co-develop intercultural music teacher education through institutional collaboration. We argue for a heterogenous, kaleidoscopic reflexivity towards diversity that takes into account the complexity of intercultural negotiation through knowledge production, including the ethico-political dimensions of such interactions. We believe such reflexivity to be one of the most important goals for music teacher education today.
