In this column, we examine some limitations of the traditional multicultural approaches in music education and propose polyculturalism as a more dynamic and pedagogically grounded framework. Guest columnist, Tanatchaya Chanphanitpornkit, and I propose that music learning is not confined to discrete cultural traditions but emerges through ongoing processes of interaction and co-construction. We provide examples of how music community can move beyond representation toward relational, process-oriented practices that center students’ lived experiences, hybrid identities, and multiple ways of knowing. Through this lens, polycultural music education is presented as a shift from inclusion as display to participation as meaning-making, where students actively shape musical understanding within diverse and interconnected communities.
Weatherly et al. (Fri,) studied this question.