ABSTRACT
This chapter focuses on a broad range of research studies related to multicultural music education-studies that reflect historical, philosophical, and practical issues that impact on music education in elementary and secondary schools as well as on teacher-training programs. M. J. Montague investigated teacher training in multicultural music education in selected universities and colleges. Montague found that although laws do tend to foster compliance on some level, her data do not support a law's being the main reason for multicultural music education programs in higher education. The largest number of studies relating to multicultural music education fall into the category of curricular issues or development of resource materials for general use for either a particular age group or a specific population. In developing students' abilities to discriminate and appreciate the differences and similarities among musical cultures, a dynamic curriculum has the potential to achieve two fundamental 'expressive objectives' or ways of being musical: 'bimusicality' at least, and 'multimusicality' at most.
