Australia has always been known as one of the most multicultural countries in the world, but as globalisation becomes the norm and we begin to welcome people from countries with vastly different backgrounds, experiences, ideologies, values and belief systems, how can we harness the power of education to develop intercultural competence and enhance social inclusion? A reconsideration of what we teach and how is required in order to account for the social, cultural and economic differences and similarities embodied within the changing society and contemporary student cohort. More specifically, what role can music education play in fostering transculturational practices that provide opportunities for personal, social and academic achievement? This multiple case study is situated across three schools in Victoria, arguably one of the most culturally and religiously diverse and densely populated states in Australia. This research explores the perceptions, experiences and practices of teachers directly or indirectly involved with the music education programme in three schools that have a high percentage of young people with a refugee background. Key findings from this research indicated that intercultural competence and socially inclusive behaviours were seamlessly embedded in the music learning activities that were student-centred, active, practical, experiential and authentic.

中文翻译：

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超越页面上的点：利用跨文化和音乐教育来解决跨文化能力和社会包容

澳大利亚一直被称为世界上最多元文化的国家之一，但随着全球化成为常态，我们开始欢迎来自背景、经历、意识形态、价值观和信仰体系截然不同的国家的人们，我们如何利用这种力量？教育发展跨文化能力和加强社会包容？重新考虑我们的教学内容和教学方式，以解决不断变化的社会和当代学生群体中体现的社会、文化和经济差异和相似之处。更具体地说，音乐教育在培养跨文化实践，为个人、社会和学术成就提供机会方面可以发挥什么作用？这个多案例研究位于维多利亚州的三所学校，可以说是澳大利亚文化和宗教最多样化、人口最稠密的州之一。这项研究探讨了三所学校中直接或间接参与音乐教育计划的教师的看法、经验和做法，这些学校的难民背景年轻人比例很高。这项研究的主要发现表明，跨文化能力和社会包容行为无缝地嵌入到以学生为中心、积极、实用、体验和真实的音乐学习活动中。三所学校中直接或间接参与音乐教育计划的教师的经验和做法，这些学校的难民背景年轻人比例很高。这项研究的主要发现表明，跨文化能力和社会包容行为无缝地嵌入到以学生为中心、积极、实用、体验和真实的音乐学习活动中。三所学校中直接或间接参与音乐教育计划的教师的经验和做法，这些学校的难民背景年轻人比例很高。这项研究的主要发现表明，跨文化能力和社会包容行为无缝地嵌入到以学生为中心、积极、实用、体验和真实的音乐学习活动中。