Developing Multiculturally-Sensitive Music Student Teachers through Collaborative Enquiry during School Placements in Glasgow

This paper reports on an investigation on the use of music education activities as a tool to (a) develop multiculturally-sensitive student teachers and to (b) integrate newly arrived children in Scottish schools. The study involved 29 Bachelor’s in Music Education students as co-researchers in ten state-funded Primary schools in Glasgow, who identified how such activities may assist in overcoming the linguistic and socio-cultural barriers faced by newly arrived students using English as Additional Language (EAL). The paper offers implications and practical suggestions for teacher education institutions in diverse cities across Europe and beyond