XI (1), 2016.

Multicultural Music Education in the

Process of European Integration

Ivan LENIK
UNIVERZA NA PRIMORSKEM / UNIVERSITY OF PRIMORSKA
Pedagoka fakulteta / Faculty of Education
KOPER / SLOVENIA

Introduction
Music education and education in general play an important role in learning
the cultural heritage of ones own nation and in strengthening national
identity. The United Europe has been creating an increasingly homogenous
and multicultural society, which is facing the problem of migrations.
Understanding and accepting differences and diversity is a prerequisite for
life in European multicultural community, where above all mutual respect is
repeatedly emphasised.
The education principles of the united Europe of the 21st century are inter alia
based on just education systems that ought to provide for optimal
development and education of children. Also emphasised have been active
participation of local communities and parents in the design and
implementation of curricula according to the principles of inclusion. In this
context multicultural music education is extremely important, as in addition
to language the diversity of a nation most clearly reflect precisely in musical
expression.
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Music education must equally have regard both of the national and of the
multicultural domain. It is important to preserve, learn, and experience the
music of ones own cultural environment and thus to consolidate national
identity; no less important, however, is the learning and valuing of other
cultures, which means education both in respect of and in tolerance toward
others.

Multiculturalism and Europe

Most frequently the term multiculturalism denotes societies where people
from different cultural and ethnic contexts live (cf. Black, 1998:76), while the
same term also frequently indicates the actually achieved degree of plurality
in a society.
Multiculturalism as the idea of a consensual approach based on the
acceptance of cultural particularities does not solve the problems of
inequality, which are reflected not only in culture but also in the economic,
social, educational and other domains. The discourse is often present about
majorities and minorities, and in this also the united Europe is no exception.
Various nations have been emerging in European space as the dominant and
at the same time elsewhere as minority populations. This means the
coexistence of different and differently influential cultures, which requires a
lot of understanding, tolerance and respect for others, for the different. Often,
other cultures are used for the evaluation of ones own.
Europe is certainly regarded as a plural area, where different national
interests exist. Cashmore (cf. 1996: 275) poses the question how many
different ethnic groups with different interests can live together without their
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diversity giving birth to conflicts. I believe what is essential is not the

number of different groups or interests, but the distribution of influence and
power, which depends on various categories such as gender, religion, national
and cultural adherence, social origin, physical and mental health.
European nations have been and still are too much focused on their own
national identity. The universalistic discourse that tends to denote all the
people of a community with common characteristics, neglects the
characteristics of different, most often marginalised groups. This means
negation of the concept of inclusion that is the precondition for coexistence
and living together of different cultures leading to just multicultural
community.
The aim of the integrational process in Europe, part of which is also the
education system, is the shaping of a coherent European community. We are
all involved in it, including the immigrants, refugees, and asylum seekers
with or without nationality. And because integration is not just a one-sided
process, the majority population must play the main part in it and accept
minority populations as equal to themselves. The concept of educational
systems should follow this and adapt the methods of work to the modern
multi-ethnic and multicultural context.
European community is multicultural not just because of the different nations
it consists of, but also because of the differences that are evident within the
framework of a single ethnic group. Both adults and children differ from one
another in various categories, which usually are cause for mutual
misunderstanding. School systems and with them educators and parents
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should be oriented toward mutual respects, justice and equality for all, and
toward tolerance in the sense of coexistence of different cultures.
The adopted principles of the European community that should warrant
optimal intercultural education with the intention of creating a homogeneous
multicultural community of European nations are well known. Inter alia they
speak about understanding of and respect to all nations, their cultures,
civilisations, values, and their ways of living, and further about the rights and
responsibilities of both individuals and nations towards each other in the
sense of co-existence and about solidarity toward the fellow human being.

Multicultural education
Multicultural education endeavours for equal opportunities in the education
of all children in all areas irrespective of the differences such as race, ethnic
affiliation, social background, and other categories. It creates the
circumstances for equitable education of all children. The goals of
multicultural education are clear and represent an ideal both for teachers,
parents, and children. The process of their implementation is gradual and
long-term.
The purpose of multicultural education is, inter alia, understanding oneself
from the perspective of other cultures, learning ethnic and cultural
differences, developing abilities in the framework of ones own and of other
ethnic groups, understanding discrimination that leads into disagreement,
acquisition and learning of a variety of intercultural topics. This leads to
understanding other cultures and to better knowledge of ones own (Banks,
1997: 3).
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The mentioned values, however, are not innate to anyone and do not develop
automatically, this is why in the sense of multicultural education the school
system must perform an important part in developing democratic values and
in transferring these to future generations.
The principles of multicultural education speak about the social aspect, when
it is easier for children to understand the community in which they are
growing up, to build their positive self-image and to accept tolerance with
others. The third principle emphasises the relation of man towards Earth,
tolerance, the ecology of population in different cultures, which means
awareness raising in the care for future generations and for the future (Volk,
1998: 5).
It is a responsibility of pedagogues to bring children up to respect, tolerance
toward other cultures and thus toward fellow people with whom they are
creating a common cultural space together and will also be creating it in the
future. Understanding and acceptance of diversity is therefore the basis of
intercultural education.

Multicultural music education

The principles of multicultural music education represent upgrading of
general multicultural education. They define the art of music as a global
phenomenon and in this framework emphasise the role and use of music in
society and in consequence in school. Essential is learning works of art and
folk contents of other musical cultures and understanding as well as aesthetic
experience of the latter (Volk, 1998: 6).
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Today in all member states of the united Europe a discourse about school of
equal opportunities is present that would assure all learners optimal
development with regard to the categories that define their identity, such as:
gender, religion, national and cultural affiliation, social background, physical
and mental state. Children live with these categories, accept them and
develop along with them, which directly affects their view of the world and
their self-image. The said categories define their identity, which develops in
relation to the other, the different. Undoubtedly, however, the equal and
the different are closely interrelated, they form along each other and
determine their individual as well as collective identity. It is in no case
acceptable to define music contents according to the dominant community, its
economic and political power.
The concept of equitable school means opportunities for the more able and
better performing learners, while at the same time a duty to take care of the
learners from socially and culturally less stimulating environments in the best
possible way. Being aware and accepting abovementioned otherness in
school arrangements we both come across meritocratic as well as egalitarian
systems (Medve, 2006: 12). The selection and differentiation of the different
is questionable both according to the first concept as well as according to the
second one, which does not acknowledge otherness and individuality.
Practice points to different approaches in multicultural music education. The
most often we meet emphasising musical contents of the dominant national
community, while others are neglected as being inferior. This leads into
mono-culturalism, which is frequently a consequence of inappropriate
teachers education and orientation. As a matter of fact, the multicultural
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approach acknowledges the existence of other cultures in a given space;

within their circles, however, the different cultures are preserved and
developed independently of each other. This does not yet lead to coexistence,
understanding, and respecting other musical cultures. The next stage, which
means musical cooperation of members of different communities, is denoted
with the term interculturalism. In this, every group retains its own
characteristics while simultaneously accepting and respecting the musical
contents of other groups as equal to their own. Ideal coexistence of different
cultures in the same space could be denoted as trans-culturalism, where
differences are accepted and musical cultures fertilize each other, yet this
would lead to unification and impoverishment of the diversity of cultures in
the concept of ethnocentrism (Pesek, 2004: 8).
It is a fact, in school children are different from each other. This is
conditioned by natural and social factors most often neither children nor their
parents can influence. Taking account of the differences among children is an
uneasy task of the pedagogue who would need to be sensitive for just and
different approach to each individual child. Inequalities are therefore
legitimate if they are in favour of the marginalised and less successful. In this
context we can thus speak about equal opportunities for all and about fair
equity and diversity in the sense of multiculturalism and integration
(Rawls, 1999: 86-87). This should be evident in the musical practice of every
school community.

Coexistence of diversity
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For many the migration phenomena that mean arrival of foreigners to our
space are cultural stress, for some a challenge and for many people a
completely unacceptable phenomenon. The reason for this is obvious cultural
unawareness and unpreparedness for otherness. The consequences are
unnecessary fears, prejudices, aggression, which leads into assimilation-
homogenisation process and further to ethnocentrism and impoverishing of
the cultural space. The educational alternative of intercultural relationships
rejects the dogmatic monolith attitude of a monoculture as well as the
fragmentation of multi-culture. The optimal intercultural relationships show
in respecting an open and creative identity, which is ready for dialogue with
otherness.
In theory and practice we often come across ego-principle as the basis of
our life, which is of a closed type and not capable of dialogue with the other,
the different. It can be denoted as racist, nationalistic, military, destructive.
On the other side the principle of dialogue represents the alternative, where
the different become recognised, listened to and accepted as equal. This kind
of relationship can represent for us the ideal as coexistence of diversity, as
in diversity we are all equal.
If adults were aware and took account of this, our concern for children would
be superfluous. We know, though, that children follow the example of adults,
which in the sense of multiculturalism is a fact raising concern.

Research problem with empirical study

In the context of European integration and migration, in recent decades the

practice of teaching music proves teachers competences and their attitude
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toward the current topics presented in this article are extremely important for
the implementation of multicultural music education in line with the
principles promoted by the European community. In the study we are
interested mainly in the knowledge of multicultural issues and in the attitude
of teachers in the first education cycle of basic school in general and
specifically in relation to musical multicultural education.

The aims of the study are:

to determine the attitude of teachers in the first three-year cycle of
basic school toward multicultural music education;
to identify the level of knowledge of guidelines that regulate music
education in basic school;
to identify the practice of teaching music in the first three-year cycle
of basic school in the context of multicultural music education.

Methodology
Descriptive method of non-experimental empiric research.

Sample
Teachers who teach music in the first there-year cycle of basic school in
Slovenia were randomly selected for participation in the study. According to
the principle of random choice 59 urban and 64 rural basic schools from
various Slovenian regions were included in the sample. 217 teachers from
163 basic schools were thus involved in the survey.

Instrument
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The survey questionnaire for teachers that was applied in the project of the
Ministry of Education, Science and Sport Ugotavljanje in zagotavljanje
kakovosti v vzgoji in izobraevanju [Qauality assessment and assurance in
education] (Modro oko 2001/2002). The questionnaire was adapted and
adjusted to the area of research. The purpose of the questionnaire is an
objective and subjective assessment of the current situation in the area of
multicultural music education in the first triennium of basic school. The
questions in the questionnaire are closed-ended, and the responses offered
distributed into a 3-point Likert-type scale.
To determine the reliability of the questionnaire the method of internal
consistency of the assessment scale was applied. The Cronbach Alfa
coefficient of reliability was computed that can take the values in the interval
between 0 and 1 with the acceptable limit of reliability at 0.7. The Cronbach
Alfa coefficient of reliability of the questionnaire for teachers shows 0.923
and can thus be applied in further procedures.

Data processing
The data were processed with the statistical package SPSS 21.0. The basic
statistical data analysis was performed. The measure characteristics of the
assessment scale were identified by computing the Cronbach Alfa coefficient.

Presentation of the results

In the following the results of the questionnaire for teachers are presented.

Table 1: The results of the questionnaire in per cent according to the level of
teachers agreement with the assertions quoted below.
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I do not I do not
Assertions I agree Total
know agree
1. I know the concept of 181 11 25 217
multiculturalism, 83.4 % 5.0 % 11.5 % 100 %
2. Multiculturalism is related to
172 42 3 217
culture as well as to economic, social,
79.2 % 19.3 % 1.3 % 100 %
and educational domains.
3. Multiculturalism is based on the 91 114 12 217
relation majority versus minority. 41.9 % 52.5 % 5.5 % 100 %
4. Coexistence of different cultures
194 19 4 217
means understanding, tolerance, and
89.4 % 8.7 % 1.8 % 100 %
respect for the different.
5. Other cultures are often used in a
66 87 64 217
pejorative way for the evaluation of
30,4 % 40 % 29.4 % 100 %
ones own culture.
6. I support the universalist theory,
12 25 180 217
which negates the concept of
5.5 % 11.5 % 82.9 % 100 %
inclusive pedagogy
7. Coherent European Community
189 28 217
also includes immigrants, refugees, -
87 % 12.9 % 100 %
and asylum seekers.
8. I know the principles of the
95 43 79 217
European community that warrant
43.7 % 19.8 % 36.4 % 100 %
optimal multicultural education
9. Understanding other cultures
23 15 179 217
means to better know and value ones
10.5 % 6.9 % 82.4 % 100 %
own culture.
10. In music education in the
classroom I also introduce the content 152 13 52 217
from other cultures and especially 70 % 5.9 % 23.9 % 100 %
those of immigrant pupils.
11. Music teachers must also use their
own example to educate their pupils
211 6 217
spontaneously in understanding, -
97.2 % 2.7 % 100 %
tolerance, and respect towards
different cultures.
12. Understanding and accepting
207 8 2 217
differences is the basis of
95.3 % 3.6 % 0.9 % 100 %
multicultural music education.
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13. In music education I do not

support either meritocracy
177 24 16 217
(segregation, differentiation) or
81.5 % 11 % 7.3 % 100 %
egalitarianism (unified school
system) .
14. I reject the implementation of the
189 21 7 217
idea of mono-culturalism in music
87 % 9.6 % 3.2 % 100 %
education.
15. I support the idea of 87 76 54 217
interculturalism. 40 % 35 % 24.8 % 100 %
16. I conditionally support the idea of
81 69 67 217
trans-culturalism that does not lead
7.8 % 31.7 % 30.8 % 100 %
into ethnocentrism.
17. Coexistence of diversity means 212 4 1 217
in diversity we are all equal. 97.6 % 1.8 % 0.4 % 100 %
18. Migration phenomena mean
mixed societies where cultures 56 78 83 217
interweave and enrich each other in 25.8 % 35.9 % 38.2 % 100 %
the context of lifelong learning.

Interpretation of the results of the questionnaire for teachers:

From the above table it is evident that:
a majority (83.4 %) of teachers are familiar with the concept of
multiculturalism;
a majority of teachers (79.2 %) also agree with the assertion
multiculturalism is related to culture, but also to social, economic, and
educational domain of a society;
teachers partly agree (41.9 %) with the assertion multiculturalism is
based on the relation majority versus minority; slightly more than
half (52.5 %) of the teachers did not take a position to this statement;
teachers agree (89.4 %) with the assertion coexistence means
understanding, tolerance, and respect for the different;
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teachers partly agree (30.4 %) with the assertion other cultures are
often used in a pejorative way for the evaluation of ones own culture;
as many as 40 % were undetermined in relation to this statement and
nearly a third (29.4 %) of the teachers opposed it;
a great majority (82.9 %) of teachers reject the universalist theory;
teachers agree (87 %) a coherent European Community also includes
immigrants, refugees, and asylum seekers; 12.9 % of teachers were
undetermined;
teachers only partly (43.7 %) know the principles of the European
community that warrant optimal multicultural education; as many as
36.4 % do not know these principles, and 19.8 % teachers are
undetermined;
teachers (82.4 %) do not agree with the assertion understanding other
cultures also means better understanding of ones own cultures;
in music education teachers mainly (70 %) also introduce the contents
of other cultures, especially of immigrant students cultures;
teachers nearly completely (97.2 %) agree with the assertion teachers
must also use their own example to educate their pupils spontaneously
in understanding, tolerance, and respect towards different cultures;
teachers agree (95.3 %) with the assertion understanding and
acceptance is the basis of intercultural music education;
teachers mainly do not agree (81.5 %) either with meritocracy or
with egalitarian, unified education system;
teachers predominantly (87 %) reject the idea of mono-culturalism,
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teachers only partially (40 %) support the idea of interculturalism

35 % are undetermined and as many as 24.8 % reject the idea;
a third (30.8 %) of teachers reject the idea of trans-culturalism
which does not lead into ethnocentrism, while another third (31.7
%) are undetermined;
teachers completely (97.6 %) agree with the assertion co-existence
of diversity means in diversity we are all equal;
teachers partly agree (25.8%) migration phenomena mean mixed
societies where cultures interweave and enrich each other in the
context of lifelong learningwith as many as 35.9% of teachers
undetermined and 38.2 % rejecting the assertion.

Conclusion
Today multiculturalism as an idea, movement, or process can no longer be
ignored. It is discussed at the highest forums, we find it in popular press, it is
present in every curriculum, while practice points to a very diverse
implementation of what has been written.

Globalisation and enlargement of the European community bring new

dimensions into education and demand for research in the area of
intercultural pedagogy. Ethnically mixed societies are a logical consequence
of migration flows, which are not yet defined by living together in the same
space, where the majority often determines the rights of minorities.
Multiculturalism really comes into life only when a society does everything
to make the social, legal, and political equality in its own country a reality
and also recognises this right and responsibility to others. It takes the
 XI (1), 2016. ,

universal principles that define human rights irrespective of ethnic or social

origin, religion or race as a guideline. Ethnic and cultural differences may
and must be preserved. Sensitivity and understanding of this kind of values
needs to be consequently taught and consciously cultivated and developed.
Also the results of our survey confirm this.
The development of multicultural community in Europe is a reality and a
future, and on this way education systems including multicultural music
education will play an important role.

Summary
Music education plays an important role in learning about cultural heritage
and strengthening national identity. United Europe has been creating an
increasingly homogeneous and multicultural society, facing the problem of
migrations. Understanding and acceptance of diversity are preconditions for
living in a multicultural society.
Educational principles of united Europe are based among other factors also
on a fair educational system, which establishes optimal development and
education for children. Active cooperation of local communities and parents
are also an important part of a curriculum based on the concept of inclusion.
In this context we can understand the importance of multicultural music
education, which besides the language is one of the most important
expressions of national diversity.
Music education must treat the national as well as the multicultural factor
equally. It is important to preserve and experience music from ones own
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cultural environment and at the same time to strengthen everyones national

identity. It is just as beneficial to learn music contents from other cultures
from a respectful and tolerant perspective.
The concept of multicultural society denotes a society composed of people
with a large variety of cultural and ethnical backgrounds. But the same term
(multicultural) is used also to describe the level of actual pluralism in a
society.
Multiculturalism as an idea of consensus, based on the acceptance of cultural
differences, does not solve problems of inequality, which is present not only
in the cultural sphere, but also in the economic, social, educational spheres
of life. On many occasions we can detect majority-minority discourse and
united Europe is no exception here. Different nations in European basin
present themselves as dominant in an area, while at the same time
representing a minority somewhere else. That leads to coexistence of cultures
with different influences, which presumes lots of understanding, tolerance
and respect towards others. Learning the cultures of others is frequently used
as a tool for evaluation of our own culture.
Europe by all means presents a plural area with many different national
interests. In the past European nations wereand still are todaytoo fond of
their own national identity. Universal discourse, which tries to describe all
members of a society with mutual characteristics, neglects minorities. That
represents negation of the concept of inclusion, negation of main conditions
for peaceful coexistence of different cultures living in a fair multicultural
society.
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The goal of the integrational process in Europe, in which also education

systems play an important role, is to form a coherent European society that
also immigrants and refugees with or without citizenship are a part of. And
because integration is not only a one-sided process, the majority should take
the main role in it, accepting minority population as equal. Educational
concept should follow and adopt its methods and contents according to the
current multi-ethnic and multicultural environment.
In our research we try to present the actual state of multicultural music
education in basic schools around Slovenia from the point of view of
European and worldwide migrations. The main emphasis is on the meaning
of music education, which can be accepted universally as a worldwide
phenomenon. We are focusing on the power music has: building bridges
among people from different cultures, crossing borders, breaking stereotypes
and helping to build a better world.

Keywords: multicultural music education, European integration, basic school,

pluralism.

References

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Sociological Dichotomies. London: Sage Publications, 63-76.
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Cashmore, E. (1996). Dictionary of Race and Ethnic Relations.

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