Özet:

Starting from second half of 20th century, the idea of multiculturalism and related expressions started to penetrate to political structures and cultural texture in many western countries and their old colonies. This new idea was primarily effective in USA. However multiculturalism and music education synchronously entered the agenda of ISME as well. (International Society of Music Education) Therefore in the process starting from 1960s until today, an important discussion and study platform was created in international arena as well. In the creation of multicultural music education philosophy, ethno musicological expressions which started to become clear in 1960s were effective. Therefore in music education a new understanding where music is handled in cultural and social aspects and evaluated as a part of culture started to develop. In this article related literature will be scanned in order to emphasize the historical course of development, philosophy, teaching approaches and difficulties of multicultural music education faced in theoretical and practical field. The approaches in our country related with multicultural music education were determined by performing a reading through the school music education programs that are in effect. Today, the discussions about multicultural music education philosophy and applications still proceed. On the other hand, it can be an important source in better understanding of the living music cultures and developing an education model which provides equal opportunities. As a result, due to the communication opportunities brought by globalization and in the cultural climate, it is a non-ignorable reality that multicultural music education understanding brings important points of view in terms of reevaluation of music education philosophy.

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