Cultural conflict, tolerance and dialogue in school music education: A qualitative study in the case of Antalya

Musical experiences can have an impact on the formation of attitudes, interests, motivation, skill acquisition, identity, preferences, and choices towards music. Especially during childhood and adolescence, schools attempt to systematically shape these variables. While both in-school and out-of-school social experiences accommodate various musical experiences, they can also give rise to cultural conflicts. In these conflicts, teachers, curriculum, and general educational philosophy may impose a specific cultural framework on students, disregarding or excluding out-of-school musical experiences based on the argument of potentially disruptive effects. As a result, the traces of a disconnect and cultural conflict between in-school and out-of-school musical experiences become visible, producing a fragmented music experience. Dialogue and tolerance, which are fundamental concepts in critical pedagogy, play an effective role in enabling students to form their unique ideas, expressthemselves, adopt a critical perspective, and develop their musical identities. The aim of this study is to examine the tolerance towards different types of music and the dialogues among keyactors in school music education, including students, teachers, and academics.