Experiences and Perceptions of Multiculturality, Diversity, Whiteness and White Privilege in Music Teacher Education in Mid-Norway - Contributions to Excluding Structures
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Original versionHigher Education as Context for Music Pedagogy Research. 2021 (2), 269-296. 10.23865/noasp.119.ch11
This article focuses on how staff in musical teacher education institutions experience and perceive the terms multiculturality, diversity, whiteness and white privilege, and how this might contribute to excluding structures. The author suggests through a post-qualitative rhizomatic analysis some ways through which excluding structures might be maintained, some touchpoints between different fields of practice, and some marginal practices with enough power to create alternative norms. The author also suggests some points of immanence, what can be seen as remaining within (unspoken of) the practices and a list of possible excluding practices and/or possible consequences for the marginalized groups.