Visions through mobilizing networks

This doctoral dissertation has been an attempt to move closer to the realization of the vision of interculturalization of music teacher education, through a collaborative exploration of the complexities of intercultural interaction and the development of intercultural competence in the two involved music teacher education programmes. The study argues that a more holistic and critical perspective on intercultural competence should be employed when examining it in the realm of intercultural music teacher education. The discussion of the emotional and relational aspects of the developmental process of intercultural competence has aimed at expanding the conceptualization of such competence in an educational context in general, and within music teacher education in particular. The study also argues that nurturing and enhancing music teacher educators’ and music teacher students’ capacity for critical self-reflection and offering music teacher educators opportunities to share and discuss issues and experiences of intercultural music teaching together with their colleagues and students is essential when striving for interculturally competent music teacher education. This dissertation offers new perspectives on how engaging with the issues of cultural diversity and interculturality in music teacher education can play a central role in music teacher educators’ professional development, the development of their programmes, and even whole institutions amidst the challenges of an ever-changing global cultural climate.