Beyond Western European Art Music: International Views on Teaching Music of Diverse Cultures

Abstract

This international study examines the nature and extent to which diverse musical cultures are represented in educational practices within primary, secondary, and university music teacher education programs across the world. Drawing on the insights of 25 recognized music education experts from five continents, results indicate that despite a popular discourse on diversity, a significant paradox between philosophy and practice persists. Curricula in school programs and university coursework remain heavily dominated by institutionalized Western norms through Western European Art Music (WEAM) or by state-sanctioned national identity genres. This creates a structural bottleneck in teacher preparation, where the inclusion of global and local music often remains superficial and overly reliant on individual teacher initiative. The findings underscore the necessity for systemic reform that replaces singular pedagogical regimens with diverse performance experiences, specifically those that respect the ontological roots of culturally unfamiliar music. Such transformation, supported by robust professional networks and access to authentic musical resources, provides essential pathways to genuine diversification. These efforts are vital not only for enhancing students’ musical breadth but also for fostering a deep, ethical, and intercultural understanding in an increasingly interconnected world.