This article examines ideas of musicality as they may apply to local, national and intercultural contexts of music education. Conceptions of multicultural music education are explored in the light of alternative approaches to musicality adapted from ethnomusicological perspectives. It is argued that while recently published music curricula in many countries appear to offer a more pluralistic view of music and music education than previously, these may fall short of providing an intercultural model for teachers and schools. Critically, an intercultural music education will draw on a variety of performing and learning practices, in addition to a range of beliefs and values that are pertinent to the musical systems in question. Ideas of bimusicalityand intermusicalitycan be adapted not only to our understanding of individual learners and performers, but also to the professional preparation of teachers, to the design of music curricula and to the development of musical infrastructures in contemporary societies.
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