Today’s world is vastly impacted by the effects of immigration and globalization. The cultural diversity in the student population in the United States continues to grow steadily along with the immigrant population. Although there is a large body of research that is concerned with culturally responsive teaching in music education, preservice teacher preparation to address and serve diverse communities, as well as issues of recruitment of diverse educators, there is a gap in the literature when it comes to the perspectives of international music educators in the United States. Researchers have provided information on diverse student populations and resources for music educators of non-diverse backgrounds, but the voices of international music teachers have not yet been heard. International music teachers could possess unique insights, and might be able to relate to students in a way that most music teachers cannot. They are also equipped with different experiences due to their own diverse backgrounds. In this study, interviews of international music teachers provide a conduit to gain understanding of their experiences, reflections and suggestions in order to provide an unexplored perspective for the field of music education.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:masters_theses_2-2243 |
| Date | 28 June 2022 |
| Creators | Gomes Lobato, Pedro |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Masters Theses |
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