Heidi Westerlund(editor)
Heidi Westerlund is a professor at the Sibelius Academy, University of the Arts Helsinki, Finland, where she is also responsible for the music education doctoral studies. She has published widely in international journals and books and is the co-editor of Collaborative learning in higher music education (Ashgate) as well as the Editor-in-chief of the Finnish Journal of Music Education. Her research interests include higher arts education, music teacher education and professionalism in the arts, collaborative learning, cultural diversity and democracy in music education. She is currently leading two research projects funded by the Academy of Finland: The arts as public service: Strategic steps towards equality (2015-2021) and Global visions through mobilizing networks: Co-developing intercultural music teacher education in Finland, Israel and Nepal (2015-2020). She will be the acting as the Co-PI of Music for social impact: practitioners’ contexts, work, and beliefs, Arts and Humanities Research Council, UK 2020-2023, and leading the collaborative project ‘Systems Analysis and the Lyon Model of Music’ together with Lyon Conservatory and the Sibelius Academy (funded by the Institut Francais in Helsinki, the French Ministry of Higher Education, Research and Innovation and the Finnish Society for Science and Letters 2019).Heidi Westerlund is a professor at the Sibelius Academy, University of the Arts Helsinki, Finland, where she is also responsible for the music education doctoral studies. She has published widely in international journals and books and is the co-editor of Collaborative learning in higher music education (Ashgate) as well as the Editor-in-chief of the Finnish Journal of Music Education. Her research interests include higher arts education, music teacher education and professionalism in the arts, collaborative learning, cultural diversity and democracy in music education. She is currently leading two research projects funded by the Academy of Finland: The arts as public service: Strategic steps towards equality (2015-2021) and Global visions through mobilizing networks: Co-developing intercultural music teacher education in Finland, Israel and Nepal (2015-2020). She will be the acting as the Co-PI of Music for social impact: practitioners’ contexts, work, and beliefs, Arts and Humanities Research Council, UK 2020-2023, and leading the collaborative project ‘Systems Analysis and the Lyon Model of Music’ together with Lyon Conservatory and the Sibelius Academy (funded by the Institut Francais in Helsinki, the French Ministry of Higher Education, Research and Innovation and the Finnish Society for Science and Letters 2019).
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Heidi Westerlund is a professor at the Sibelius Academy, University of the Arts Helsinki, Finland, where she is also responsible for the music education doctoral studies. She has published widely in international journals and books and is the co-editor of Collaborative learning in higher music education (Ashgate) as well as the Editor-in-chief of the Finnish Journal of Music Education. Her research interests include higher arts education, music teacher education and professionalism in the arts, collaborative learning, cultural diversity and democracy in music education. She is currently leading two research projects funded by the Academy of Finland: The arts as public service: Strategic steps towards equality (2015-2021) and Global visions through mobilizing networks: Co-developing intercultural music teacher education in Finland, Israel and Nepal (2015-2020). She will be the acting as the Co-PI of Music for social impact: practitioners’ contexts, work, and beliefs, Arts and Humanities Research Council, UK 2020-2023, and leading the collaborative project ‘Systems Analysis and the Lyon Model of Music’ together with Lyon Conservatory and the Sibelius Academy (funded by the Institut Francais in Helsinki, the French Ministry of Higher Education, Research and Innovation and the Finnish Society for Science and Letters 2019).
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Visions for Intercultural Music Teacher Education
This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter polarization. Foregrounding the intimate connections between music, society and education, this book suggests ways that music teacher education might be an arena for the reflexive contestation of traditions, hierarchies, practices and structures. The visions for intercultural music teacher education offered in this book arise from a variety of practical projects, intercultural collaborations, and cross-national work conducted in music teacher education. The chapters open up new horizons for understanding the tension-fields and possible discomfort that music teacher educators face when becoming change agents. They highlight the importance of collaborations, resilience and perseverance when enacting visions on the program level of higher education institutions, and the need for change in re-imagining music teacher education programs.
