Discussions in the context of "intercultural music education" can address a wide range of issues such as the intercultural competence of teachers, different ways of managing student heterogeneity, the benefits of intercultural music education and other issues (Θεοδωρίδης, 2019),(Miralis,2006). Among the issues addressed are methods of teaching the musics of the world. The presentation concerns music teachers who are teaching world music in general elementary and middle schools in Greece.

The aim of the presentation is to highlight theoretical models and make connections with the current Greek school situation and realities. The goal is to present these models in comparison with personal opinions and perspectives of experienced music teachers in Greece. The teachers’ views have emerged in the context of the preliminary results of a qualitative research. More specifically, models originating from the pedagogical method "World Music Pedagogy" (Roberts & Beegle, 2018) will be presented first. Second, models from the Twelve Continuum Transmission Framework (Schippers, 2010) will be presented.

These models can support teachers to manage the diversity of the musics of the world within the walls of their classrooms. These models have developed from an accumulation of many years of practical experience and research. Their reference is made for the first time by Greek teachers through a research of qualitative methodology. They may support and offer practical solutions to school music teachers as well as interesting musical experiences for elementary and middle school students. Through the presentation of these theoretical models, the teacher is invited to reflect on his own choices, his own attitudes and values. The teacher is invited to formulate better their criteria and make more informed choices regarding the diversity of the musics of the world.

• Ζητήματα αναπαραστάσεων και ιδεολογιών στη μουσική εκπαίδευση (φυλή, φύλο, γλώσσα, τάξη, κουλτούρα κ.ά.)

Georgia Mavrea is a school music teacher. She has been active in the prefectures of Messinia, Attica and Heraklion in Greece and abroad. She  has graduated from the Department of Music Studies of the University of Athens. She has worked with socially and culturally diverse populations and with groups of children and adults of different ages aiming at musical and other purposes in contexts of formal, non-formal and informal learning. She has enrolled in the postgraduate programme of Music Education in the Department of Music Studies of the University of Athens. She is also enrolled in an postgrafuate programme on Special Education in the University of Crete. She is a national coordinator of the European Association for Music in Schools and a member of the Greek Society for Music Education.