The Role of Interculturalism in higher music education – Global artistic citizenship

By reimagining educational practices to include diverse cultural perspectives and community engagement, institutions can cultivate a new generation of artists who are not only skilled musicians but also empathetic and socially responsible global citizens, says a new study by the University of the Arts Helsinki. 

A recent study published in the Nordic Research in Music Education journal explores the transformative potential of integrating interculturalism and community engagement into higher music education. The research, conducted by Professor Nathan Riki Thomson from the Sibelius Academy, University of the Arts Helsinki, examines how these elements impact students’ learning experiences, outcomes, and societal contributions, fostering a new generation of globally-minded artists. 

The study, titled Global artistic citizenship: (Re-)imagining interculturalism, collaboration, and community engagement as central elements of higher music education, delves into the effects of prioritizing interculturalism within music education curricula.  

By engaging music students in intercultural dialogue, collaboration, and community-based projects, the new study by the University of the Arts Helsinki underscores the importance of fostering intercultural humility and creating inclusive environments that transcend traditional cultural boundaries. Thomson argues that such approaches not only enrich students’ educational experiences but also prepare them to contribute meaningfully to a diverse and interconnected world. 

Deeper understanding of different cultures 

The research drew data from three contexts of intercultural learning environments, including  graduates of a degree programme in global music, as well as current students participating in an intercultural arts camp and a refugee community project as part of their studies. 
 
These contexts involved students in projects that required them to collaborate with local communities and engage in intercultural exchanges. They included performances, workshops, and collaborative compositions that brought together diverse cultural perspectives.  

Findings emerge in terms of the ways intercultural learning environments impact students’ sense of global artistic citizenship, develop extra-musical skills, provide opportunities to engage with societal issues, and expand professionalism, enhancing the ability to create a career and engage with the changing world.  

More inclusive and equitable learning environments 

This research emphasizes the critical role of higher music education in promoting global citizenship and intercultural understanding. The study suggests that integrating interculturalism into music education can lead to more inclusive and equitable learning environments, ultimately benefiting both students and the broader society. 

Thomson highlights several key recommendations for higher music education institutions. These include incorporating interculturalism into the curriculum, providing opportunities for students to engage in community-based projects, reimagining admissions processes, and fostering an environment that encourages open dialogue and intercultural exchange. By adopting these practices, institutions can help students develop the skills and qualities necessary to actively work across borders and boundaries, engage in dialogue and collaboration with different peoples, sonic environments, and places, and successfully navigate and contribute to an increasingly globalized world.