Abstract
The world is always more connected. The result of this advance is globalization, a factor that silently affects daily life. Migratory movements have modified the environment, generating cosmopolitan cities, enriched by cultural diversity. This is reflected in the increasing variety of students. So, it is necessary to propose strategies that normalize this coexistence, taking advantage of this ethnic and cultural fusion. The goal is to offer an education based on respect and meaningful learning. This reality is a challenge for teachers. The objective of any lecturer should be focused on training future citizenship. This project, carried out at the Education Faculty of Albacete, University of Castilla La Mancha, (Spain) was implemented in the subject 'Musical Perception and Expression' during the 2022/2023 course. It has tried to highlight the cultural richness inherent in the music, folklore, and dances of different places. Music has been revealed as an ideal vehicle to share cultures.
TopIntroduction
The words multicultural and intercultural education have been discussed for a long time. Multicultural education and intercultural education are often considered synonymous (Hill, 2007). In multicultural and intercultural literature, it is often unclear what these terms mean and whether they refer to the same or different realities. Therefore, it is important to clarify the terminology used in this paper, because different words can be deployed with a similar meaning.
UNESCO’s Guidelines for Intercultural Education (2006) define multiculturalism as the presence of cultural diversity within human societies, encompassing nations or national cultures as well as linguistic, religious, and socioeconomic diversity. However, it does not include race. On the other hand, interculturalism is built upon multiculturalism and arises from intercultural exchanges and dialogues at various levels, such as local, regional, national, or international. This understanding is also evident in the policies of the Council of Europe and the European Commission, as they have incorporated the concept of intercultural education (Mateo y Bravo, 2019). The key distinction between multiculturalism and interculturalism lies in their theoretical perspectives. Multiculturalism primarily refers to the ‘coexistence of multiple cultures in a rather static manner, while interculturalism emphasizes the interactions and relationships between different cultural groups’ (Hill 2007, p.250). Given this context, this article will specifically focus on exploring the concept of ‘interculturality’.
Interculturality could be defined as an ideology or model of social organization that affirms the possibility of living together harmoniously between ethnic groups or communities that are culturally, religiously, or linguistically different (Weda et al., 2022). Cultural diversity is seen as a positive and desirable factor that encourages people to practice their own traditions and seek ways of understanding and acceptance despite differences. As Spradley (2016) indicates, people define and identify themselves through their culture and, consequently, the shared values and characteristics of their society or group. Culture and society are inseparable. People's cultural beliefs and behaviors tend to be common within geographic locations and social networks (Daud & Prihatmojo, 2022).
Throughout the 2021/22 and 2022/23 academic years, the University of Castilla-La Mancha has participated in the program ‘ENTER’ Cultures 2.0 Learning Project. Youth and Education Against Racism. The project seeks to promote the acquisition of knowledge, skills, attitudes, and values of a global intercultural nature. The team was composed of more than twenty teachers from the Faculty of Education of Albacete and from different disciplines and subjects. Lecturers and students from the Faculty of Education became transforming agents for a more inclusive and equitable global society. As Leiva-Olivencia (2017) points out, intercultural education is key to generating bridges of dialogue among cultures in schools and in the training spaces of future education professionals.
For this reason, the Department of Physical Education, Artistic Education and Music, and more specifically the Music area of the Faculty of Education of Albacete has joined this project. Music as a universal language facilitates the elimination of cultural, religious or any other barriers, favoring an environment of respect, empathy, and sensitivity (Higgins, 2012; Clarke et al., 2015).
Furthermore, inclusive, and cultural education is increasingly present in our society. The fourth point of the Sustainable Development Goals of the 2030 Agenda, remarks the need to guarantee inclusive and equitable quality education. Likewise, the need to promote lifelong learning opportunities for all students is highlighted (Ministry of Social Rights, Consume and 2030 Agenda, 2024).
Key Terms in this Chapter
Intercultural Education: Encompasses various educational approaches and instructional methods that integrate diverse cultural backgrounds in classroom teaching through histories, texts, values, beliefs, and perspectives of individuals.
Music: The creative discipline of organizing sounds, commonly encompassing melody, harmony, rhythm, and expressive components. It serves as a medium for individual self-expression, cultural conservation, and communication, persisting within human societies across the ages.
Interculturalism: Denotes the presence of numerous cultural groups coexisting within a society, with each group preserving its unique cultural identity.
Critical Thinking: A rigorous cognitive process that involves actively and adeptly conceptualizing, analyzing, and evaluating information acquired or produced through observation, and reflection. It serves as a compass for belief and action, guided by universal intellectual values that surpass disciplinary limitations: clarity, accuracy, precision, consistency, relevance, sound evidence, logical reasoning, depth, breadth, and fairness.
Faculty of Education: Academic division of a university where students can study to become future teachers. It is a department responsible for providing courses pertaining to the training of teachers, leadership in education, development of curriculum, and other facets within the field of education.
Inclusive Education: The most effective way to provide all children with equitable opportunities to attend school, learn and develop the skills they need to thrive. Inclusive education means that all students should be placed in the same type of classroom within mainstream schools. This implies real learning opportunities for traditionally excluded groups, such as children with disabilities, gender, skills levels, ethnicity, religion, language, origin, or residence.
Student: An individual who is registered in an educational institution, such as a school or any other form of educational establishment.
Artistical Expression: Describes any type of creative expression that comprises visual, auditory, or written elements. It is a way for people to demonstrate their feelings, thoughts, and ideas in a unique and meaningful way. So, artistical expression includes different types of artistic features, the role of creativity in artistic expression, its impact on society, and its benefits for mental and emotional health.
Thinking Routines: A collection of inquiries, or a short series of actions employed to assist and encourage student thinking.
Future Teachers: university students who are training to become educators in the future.