[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593756-105":59,"doc-detail-593756-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","promoting-cultural-diversity-african-music-in-australian-teacher-education","Promoting Cultural Diversity - African Music in Australian Teacher Education","","Australia is shaped by ongoing migration and a multicultural society that values diverse languages, ethnicities, and the Arts. This paper argues that innovative, immersive teaching of African music can strengthen cultural understanding and support social cohesion in education. It examines tertiary students’ experiences in higher education through interviews with six sessionals, questionnaires, observation notes, and narrative reflection using Interpretative Phenomenological Analysis. Two themes guide discussion on teaching, learning, and assessment to improve Musical Arts Education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/promoting-cultural-diversity-african-music-in-australian-teacher-education/593756/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/promoting-cultural-diversity-african-music-in-australian-teacher-education/593756.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the paper’s central argument about African music in teacher education?","Question",{"text":112,"@type":113},"The paper argues that innovative and immersive practice of African music in teaching units can foster understandings of culture in educational settings and contribute to social cohesion.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research methods are used to analyze students’ experiences?",{"text":117,"@type":113},"The paper uses Interpretative Phenomenological Analysis, drawing on interview data from six sessionals, questionnaire data, observation notes, anecdotal feedback, and narrative reflection.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the author focus on Africa specifically?",{"text":121,"@type":113},"The author says the focus comes from personal connection to Africa and the African diaspora, and it aims to prepare Australian pre-service teachers for increasingly diverse classrooms that include students from Africa.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593756,1792121765,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":41,"preview_page_count":4},4398046744996,"Promoting cultural diversity: African music in Australian teacher education  \nDawn Joseph  \nDeakin University  \na u s t r a l i a n  \na  \ns o c i e t y  \ns  \nf o r m u s i c  \nm  \ne d u c a t i o n  \ne  \ni n c o r p o r a t e d  \nAbstract  \nAustralia is forged by ongoing migration, welcoming a range of cultures, languages and ethnicities, celebrating a diverse range ofthe Arts. In this multicultural society, music and dance may serve as a positive medium to transmit and promote social cohesion. I argue that the inclusion of innovative and immersive practice of African music in teaching units may foster understandings of culture in education settings. In this paper I discuss tertiary students’experience in relation to the teaching and learning of African music within higher education courses. Drawing on interview data with six sessionals, questionnaire data, observation notes, anecdotal feedback and narrative reflection, I employ Interpretative Phenomenological Analysis to analyse and code the data into two broad themes. By offering a discussion on teaching and learning African music, I invite international dialogue regarding best practice for preparing, assessing and evaluating our students to raise/enhance the quality of Musical Arts Education. Key words: Teacher Education, African Music, Music Education, Cultural diversity  \nAustralian Journal of Music Education 2016: 50(2), 98-109  \nIntroduction  \nAustralia comprises people from many nations bringing a variety of languages and cultures from all parts of the globe including Africa. In this diverse land ‘down under’ people have the right to “celebrate, practice and maintain their cultural traditions within the law and free from discrimination”(Australian Government, Department of Social Services, 2014). The notion of multiculturalism, found in language, culture and religion is supported and respected asa shared experience that benefits the nation (Australian Government, Department of Social Services, 2013) . The inherent value of culture, its contribution to society and its symbiotic relationship with teaching and learning are key elements in any given society. Within this rich  \ndiversity of people in the Australian context, the ‘Arts’ are embedded as a way of learning and teaching about people’s identities, cultures and practices as they open up new ways to connect people and the world (Greene, 1995) . Music is identified as the most universal of the performing arts, serving “as an integral part of other performing art forms and other domains of intangible cultural heritage”(UNESCO, 2016) . In a multicultural society, the provision of multicultural arts education within the curriculum has the potential to help achieve national reconciliation when we recognize and value difference, rather than promote social difference (Joseph, 2006) .  \nWhy focus on Africa one might ask? The simple answer is that I come from Africa and form part of the African diaspora. As 4th generation South  \n98 50(2) 2016  \nAfrican, I still maintain a strong association to my homeland, its culture and music. As migrant, I share diaspora features with people from Africa including shared memories,“a commitment to keeping the homeland alive through symbolic and direct action, the presence of the issue of return…a consciousness and associated identity expressed in Diaspora community media, creation of Diaspora associations or organizations and online participation”(Ratha & Plaza, 2011, p. 48) . Through this connection of sharing and exchange, I include African music in my teaching at Deakin University (Victoria). As a university student and when teaching in South Africa before immigrating, I learnt about African music and I continue to do so in the so called “spaces in between” that “are marked by multiple forms of engagement” such as ongoing professional development, conferences that focus on African music and the exchange of teaching, learning and assessment viewpoints on African music with academics in p","cbCaiakD1Am6Lx0M","https://ap.wps.com/l/cbCaiakD1Am6Lx0M","pdf",179059,12,"English","# Introduction\n## Multiculturalism and the role of the Arts\n## Why focus on Africa\n## Context for teacher education in Australia","[{\"question\":\"What is the paper’s central argument about African music in teacher education?\",\"answer\":\"The paper argues that innovative and immersive practice of African music in teaching units can foster understandings of culture in educational settings and contribute to social cohesion.\"},{\"question\":\"What research methods are used to analyze students’ experiences?\",\"answer\":\"The paper uses Interpretative Phenomenological Analysis, drawing on interview data from six sessionals, questionnaire data, observation notes, anecdotal feedback, and narrative reflection.\"},{\"question\":\"Why does the author focus on Africa specifically?\",\"answer\":\"The author says the focus comes from personal connection to Africa and the African diaspora, and it aims to prepare Australian pre-service teachers for increasingly diverse classrooms that include students from Africa.\"}]","Promoting Cultural Diversity - African Music in Australian Teacher Education | PDF",1792077854]