Multicultural dialogues in post-conflict music education settings

Abstract

Odena’s chapter develops his previous empirical education work in Northern Ireland and Cyprus. The opening section outlines the meanings of the main concepts used throughout the chapter, including multicultural education, ethnicity and integration. In the second and third sections, Odena discuss recent international developments and his advocacy for increased research is highlighted in post-conflict contexts if we are to increase understandings of the potential of music education research and practice for building genuine multicultural dialogues in conflict-affected settings. The concluding section offers implications for policy leaders, practitioners and community organisers, comprising nine principles for the design of pedagogies of multicultural education in post-conflict environments.