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Format: 1 online resource (224 pages)

Edition: 1st ed.

ISBN: 9783030210298

Series Statement: Landscapes: the Arts, Aesthetics, and Education Series ; v.26

Note: Visions for Intercultural Music Teacher Education -- Acknowledgments -- Contents -- Contributors -- Introduction -- 1 Structure of the Book -- References -- Policy, Interculturality and the Potential of Core Practices in Music Teacher Education -- 1 Introduction -- 2 Policy(ing), Core Practices and Interculturality -- 3 Reconsidering Policy and Political Membership -- 4 Policy Participation and Framing Skills -- 5 Rationale for Practice-Based Teacher Education -- 6 The Potentials and Limitations of Core Practices -- 7 Core Practices of Intercultural Music Teaching -- 7.1 Core Practice 1: Represent Diversity in Music and Curricula -- 7.2 Core Practice 2: Reflect on Practice in Reference to Diversity and Equity -- 7.3 Core Practice 3: Invite Students to Engage in Praxis -- 8 Conclusion -- References -- Intercultural Music Teacher Education in Israel: Reimagining Religious Segregation Through Culturally Responsive Teaching -- 1 Introduction: Exposing Cultural Assumptions Through Interreligious Dialogue -- 1.1 Context -- 1.2 Israeli Norms of Socio-religious Segregation -- 1.3 Opening the Classroom Door -- 1.4 (How) Can Segregation Promote Inter-culturalism? -- 2 Structures and Policy of Israeli (Music) Education -- 2.1 Segregation That Facilitates Social Cohesion -- 2.2 Common Core in Music as Hegemony -- 2.3 Israeli Music Education Caught in a Double Bind -- 3 Experiences in Current Institutional Interventions -- 3.1 Segregation That Enables Inclusion -- 3.2 Constraining Musical Knowledge -- 4 Translation Instead of Transformation -- 4.1 The Mystery of the Missing High-School Music Programs -- 4.2 Policy and Music Teacher Education: Who's the Chicken and Who's the Egg? -- 4.3 "How Can I Teach What I Don't Know?" -- 5 Re-imaging Change -- 5.1 Segregation as Opportunity -- 6 Conclusions -- References. , The Discomfort of Intercultural Learning in Music Teacher Education -- 1 Introduction -- 2 Research Context: Multicultural Arts University -- 3 Methodological Approach -- 4 Disrupting the Visions of Good Music Teaching: Student-Teachers' Journeys from Discomfort to Reflexivity -- 4.1 A Crisis of Certainty: Different Agents, Different Fields -- 4.2 Disrupting the Musico-pedagogical Script -- 4.3 Reflexive Becomings and the Transformation of Habitus -- 5 Discomforting Visions of Intercultural Competence -- References -- Intercultural Game in Music Teacher Education: Exploring El Sistema in Sweden -- 1 Introduction -- 2 Intercultural Pedagogic Competence -- 3 El Sistema as a Glocal Phenomenon -- 4 Emerging Antagonistic Justifications -- 5 Paradigm Shift -- 6 Critical Practitioners -- 7 Balancing in Tension Fields of El Sistema -- 7.1 Fieldwork in El Sistema Malmö -- 7.1.1 The Social Worker Versus the Teacher -- 7.1.2 The Resource in the School -- 7.1.3 Exotification and Creativity -- 7.1.4 Habitus Crises in the Orchestra -- 8 Discussion and Conclusion -- References -- Expanding Learning Frames in Music Teacher Education: Student Placement in a Palestinian Refugee Camp in Lebanon -- 1 Introduction -- 2 The Lebanon Project: Context and Content -- 3 Sociocultural Activity Theory -- 4 Expansive Learning: The Student Perspective -- 4.1 A Typical Working Day in Rashedieh Camp -- 4.2 Cultural Differences -- 4.3 Pedagogical Complexity -- 4.4 The Need for Reflection -- 4.5 Questioning as a Starting Point -- 4.6 The Value of Encountering the Unforeseen -- 5 Expansive Learning: The Institutional Perspective -- 5.1 Expansive Learning Among Higher Education Staff -- 5.2 Educating Music Teachers to Meet Societal Needs -- 5.3 Obstacles and Challenges -- 6 Towards Expansive Music Teacher Education -- References. , The Reinvented Music Teacher-Researcher in the Making: Conducting Educational Development Through Intercultural Collaboration -- 1 Introduction -- 2 Political and Educational Background -- 3 Programme Development in Two Intercultural Cases -- 4 Moments of Affective Action -- 5 Intercultural Twists -- 6 Micropolitics and Trust -- 7 Breaking the Familiar -- 8 Discussion and Conclusion -- References -- Bridging Musical Worlds: Musical Collaboration Between Student Musician-Educators and South Sudanese Australian Youth -- 1 Introduction -- 2 Institutional Context -- 3 Constructing Intercultural Music Teacher Education -- 4 The Bridging Musical Worlds Project -- 5 Understanding Participatory Music Making -- 6 Understanding Music in the Lives of South Sudanese Australians: Pedagogical Implications -- 7 Music as Lived Experience: The Interpersonal/Relational Dimension -- 8 Conclusion -- References -- To Honor and Inform: Addressing Cultural Humility in Intercultural Music Teacher Education in Canada -- 1 A Brief History of Residential Schooling -- 2 The Truth and Reconciliation Commission (TRC) -- 3 Reconciliation and Education -- 4 Becoming Engaged as a Learner -- 5 The Colonial Curriculum: A Canonic Fantasy -- 6 Indigenizing or Decolonializing Music Education? -- 7 Moving from Cultural Competence to Cultural Humility -- 8 Teaching for Cultural Humility -- 9 Conclusions -- References -- Structure and Fragmentation: The Current Tensions and Possible Transformation of Intercultural Music Teacher Education in South Africa -- 1 Introduction -- 2 The South African Context -- 3 Three Common Practices in Music Teacher Education -- 3.1 Immersion -- 3.2 Interaction -- 3.3 Documentation -- 3.4 Critical Framing -- 4 The Wider Context -- 4.1 The Structure of the University -- 4.2 The Fragmentation of Society -- 5 Conclusion: Visions for the Future -- References. , Assessing Intercultural Competence in Teacher Education: A Missing Link -- 1 Introduction -- 2 Impacts of Mandated Assessments on Teacher Education and the Development of ICC -- 3 Culture: Definitions and Care Theory as a Basis for Intercultural Sensitivity -- 4 Infusing Diversity Across the Curriculum: Approaches in Developing ICC and a 'Caring Pedagogy' -- 4.1 Individuality and Competitiveness -- 4.2 Heritage and Family: Pride and Power -- 4.3 Privilege of Whiteness and Socio-economy: Opportunity and Entitlement -- 4.4 Faith and Religion -- 4.5 Afterthoughts -- 5 Conclusion: Visions and the Step Forward -- References -- Narrating Change, Voicing Values, and Co-constructing Visions for Intercultural Music Teacher Education -- 1 Introduction -- 2 Theoretical Lenses: Visions for Organizational Change -- 3 Research Contexts -- 4 Facilitating Institutional Space for Conversational Co-creation: The Research Design of the Study -- 4.1 The Research Approach: Appreciative Inquiry -- 4.2 Limitations of the Second-Stage Inquiry -- 5 Research Question and Data Analysis -- 6 Living in 'Epistemological Pandemonium' -- 6.1 Problematizing Endless Diversity -- 6.2 Addressing Flexibility and Openness as Desired Qualities for Music Teachers -- 7 Co-construction of Knowledge as an Institutional Mindset -- 7.1 Envisioning Music Teacher Education as a Space for Pedagogical Co-construction of Knowledge -- 7.2 Initiating Change Through Collegial Dialogue and Sharing -- 8 Concluding Thoughts -- References -- Engaging Practitioners as Inquirers: Co-constructing Visions for Music Teacher Education in Nepal -- 1 Imagination and the Capacity to Aspire -- 2 Co-constructing Visions for Music Education in Nepal -- 2.1 Appreciative Inquiry -- 2.2 Building a Network -- 2.3 Co-constructing with Nepali Musician-Teachers -- 2.4 Developing the Capacity to Aspire Through the 4D Cycle. , 2.4.1 Discovering the Potential for Learning from and with Each Other -- 2.4.2 Navigating the Capacity to Aspire -- 2.4.3 Design and Destiny -- 3 The Co-constructed Visions -- 3.1 The Visions -- 3.2 Imagining Continued Collaboration -- 3.3 Fuel for Action -- 4 Intercultural Learnings -- References -- Epilogue: Music Teacher Education Engaging with the Politics of Diversity -- References -- Correction to: Engaging Practitioners as Inquirers: Co-constructing Visions for Music Teacher Education in Nepal.

Additional Edition: Print version: Westerlund, Heidi Visions for Intercultural Music Teacher Education Cham : Springer International Publishing AG,c2019 ISBN 9783030210281

Language: English

Subjects: Education

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URL: https://doi.org/10.1007/978-3-030-21029-8

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UID:

Format: 1 Online-Ressource (219 p.)

ISBN: 9783030210298

Series Statement: Landscapes: the Arts, Aesthetics, and Education

Content: This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter polarization. Foregrounding the intimate connections between music, society and education, this book suggests ways that music teacher education might be an arena for the reflexive contestation of traditions, hierarchies, practices and structures. The visions for intercultural music teacher education offered in this book arise from a variety of practical projects, intercultural collaborations, and cross-national work conducted in music teacher education. The chapters open up new horizons for understanding the tension-fields and possible discomfort that music teacher educators face when becoming change agents. They highlight the importance of collaborations, resilience and perseverance when enacting visions on the program level of higher education institutions, and the need for change in re-imagining music teacher education programs

Note: English

Language: English

URL: kostenfrei

UID:

Format: 1 online resource (X, 219 p. 4 illus.)

Edition: 1st ed. 2020.

ISBN: 3-030-21029-4

Series Statement: Landscapes: the Arts, Aesthetics, and Education, 26

Content: This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter polarization. Foregrounding the intimate connections between music, society and education, this book suggests ways that music teacher education might be an arena for the reflexive contestation of traditions, hierarchies, practices and structures. The visions for intercultural music teacher education offered in this book arise from a variety of practical projects, intercultural collaborations, and cross-national work conducted in music teacher education. The chapters open up new horizons for understanding the tension-fields and possible discomfort that music teacher educators face when becoming change agents. They highlight the importance of collaborations, resilience and perseverance when enacting visions on the program level of higher education institutions, and the need for change in re-imagining music teacher education programs. .

Note: Introduction; Heidi Westerlund, Sidsel Karlsen and Heidi Partti -- Policy, Interculturality and the Potential of Core Practices in Music Teacher Education; Patrick Schmidt and Joseph Abramo -- Intercultural Music Teacher Education in Israel: Reimagining Religious Segregation Through Culturally Responsive Teaching; Amira Ehrlich and Belal Badarne -- The Discomfort of Intercultural Learning in Music Teacher Education; Alexis A. Kallio & Heidi Westerlund -- Intercultural Game in Music Teacher Education: Exploring El Sistema in Sweden; Eva Sæther -- Expanding Learning Frames in Music Teacher Education: Student Placement in a Palestinian Refugee Camp in Lebanon; Brit Ågot Brøske -- The Reinvented Music Teacher-Researcher in the Making: Conducting Educational Development Through Intercultural Collaboration; Vilma Timonen, Anna Houmann, and Eva Sæther -- Bridging Musical Worlds: Musical Collaboration Between Student Musician-Educators and South Sudanese Australian Youth; Kathryn Marsh, Catherine Ingram and Samantha Dieckmann -- To Honor and Inform: Addressing Cultural Humility in Intercultural Music Teacher Education in Canada; Lori-Anne Dolloff -- Structure and Fragmentation: The Current Tensions and Possible Transformation of Intercultural Music Teacher Education in South Africa; Albi Odendaal -- Assessing Intercultural Competence in Teacher Education: A Missing Link; Sapna Thapa -- Narrating Change, Voicing Values, and Co-Constructing Visions for Intercultural Music Teacher Education; Laura Miettinen, Heidi Westerlund, and Claudia Gluschankof -- Engaging Practitioners as Inquirers: Co-Constructing Visions for Music Teacher Education in Nepal; Danielle Shannon Treacy -- Epilogue: Music Teacher Education Engaging with the Politics of Diversity; Heidi Westerlund and Sidsel Karlsen. , English

Additional Edition: ISBN 3-030-21028-6

Language: English

DOI: 10.1007/978-3-030-21029-8

UID:

Format: 1 online resource (X, 219 p. 4 illus.)

Edition: 1st ed. 2020.

ISBN: 3-030-21029-4

Series Statement: Landscapes: the Arts, Aesthetics, and Education, 26

Content: This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter polarization. Foregrounding the intimate connections between music, society and education, this book suggests ways that music teacher education might be an arena for the reflexive contestation of traditions, hierarchies, practices and structures. The visions for intercultural music teacher education offered in this book arise from a variety of practical projects, intercultural collaborations, and cross-national work conducted in music teacher education. The chapters open up new horizons for understanding the tension-fields and possible discomfort that music teacher educators face when becoming change agents. They highlight the importance of collaborations, resilience and perseverance when enacting visions on the program level of higher education institutions, and the need for change in re-imagining music teacher education programs. .

Note: Introduction; Heidi Westerlund, Sidsel Karlsen and Heidi Partti -- Policy, Interculturality and the Potential of Core Practices in Music Teacher Education; Patrick Schmidt and Joseph Abramo -- Intercultural Music Teacher Education in Israel: Reimagining Religious Segregation Through Culturally Responsive Teaching; Amira Ehrlich and Belal Badarne -- The Discomfort of Intercultural Learning in Music Teacher Education; Alexis A. Kallio & Heidi Westerlund -- Intercultural Game in Music Teacher Education: Exploring El Sistema in Sweden; Eva Sæther -- Expanding Learning Frames in Music Teacher Education: Student Placement in a Palestinian Refugee Camp in Lebanon; Brit Ågot Brøske -- The Reinvented Music Teacher-Researcher in the Making: Conducting Educational Development Through Intercultural Collaboration; Vilma Timonen, Anna Houmann, and Eva Sæther -- Bridging Musical Worlds: Musical Collaboration Between Student Musician-Educators and South Sudanese Australian Youth; Kathryn Marsh, Catherine Ingram and Samantha Dieckmann -- To Honor and Inform: Addressing Cultural Humility in Intercultural Music Teacher Education in Canada; Lori-Anne Dolloff -- Structure and Fragmentation: The Current Tensions and Possible Transformation of Intercultural Music Teacher Education in South Africa; Albi Odendaal -- Assessing Intercultural Competence in Teacher Education: A Missing Link; Sapna Thapa -- Narrating Change, Voicing Values, and Co-Constructing Visions for Intercultural Music Teacher Education; Laura Miettinen, Heidi Westerlund, and Claudia Gluschankof -- Engaging Practitioners as Inquirers: Co-Constructing Visions for Music Teacher Education in Nepal; Danielle Shannon Treacy -- Epilogue: Music Teacher Education Engaging with the Politics of Diversity; Heidi Westerlund and Sidsel Karlsen. , English

Additional Edition: ISBN 3-030-21028-6

Language: English

DOI: 10.1007/978-3-030-21029-8

UID:

Format: 1 online resource (X, 219 p. 4 illus.)

Edition: 1st ed. 2020.

ISBN: 3-030-21029-4

Series Statement: Landscapes: the Arts, Aesthetics, and Education, 26

Content: This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter polarization. Foregrounding the intimate connections between music, society and education, this book suggests ways that music teacher education might be an arena for the reflexive contestation of traditions, hierarchies, practices and structures. The visions for intercultural music teacher education offered in this book arise from a variety of practical projects, intercultural collaborations, and cross-national work conducted in music teacher education. The chapters open up new horizons for understanding the tension-fields and possible discomfort that music teacher educators face when becoming change agents. They highlight the importance of collaborations, resilience and perseverance when enacting visions on the program level of higher education institutions, and the need for change in re-imagining music teacher education programs. .

Note: Introduction; Heidi Westerlund, Sidsel Karlsen and Heidi Partti -- Policy, Interculturality and the Potential of Core Practices in Music Teacher Education; Patrick Schmidt and Joseph Abramo -- Intercultural Music Teacher Education in Israel: Reimagining Religious Segregation Through Culturally Responsive Teaching; Amira Ehrlich and Belal Badarne -- The Discomfort of Intercultural Learning in Music Teacher Education; Alexis A. Kallio & Heidi Westerlund -- Intercultural Game in Music Teacher Education: Exploring El Sistema in Sweden; Eva Sæther -- Expanding Learning Frames in Music Teacher Education: Student Placement in a Palestinian Refugee Camp in Lebanon; Brit Ågot Brøske -- The Reinvented Music Teacher-Researcher in the Making: Conducting Educational Development Through Intercultural Collaboration; Vilma Timonen, Anna Houmann, and Eva Sæther -- Bridging Musical Worlds: Musical Collaboration Between Student Musician-Educators and South Sudanese Australian Youth; Kathryn Marsh, Catherine Ingram and Samantha Dieckmann -- To Honor and Inform: Addressing Cultural Humility in Intercultural Music Teacher Education in Canada; Lori-Anne Dolloff -- Structure and Fragmentation: The Current Tensions and Possible Transformation of Intercultural Music Teacher Education in South Africa; Albi Odendaal -- Assessing Intercultural Competence in Teacher Education: A Missing Link; Sapna Thapa -- Narrating Change, Voicing Values, and Co-Constructing Visions for Intercultural Music Teacher Education; Laura Miettinen, Heidi Westerlund, and Claudia Gluschankof -- Engaging Practitioners as Inquirers: Co-Constructing Visions for Music Teacher Education in Nepal; Danielle Shannon Treacy -- Epilogue: Music Teacher Education Engaging with the Politics of Diversity; Heidi Westerlund and Sidsel Karlsen. , English

Additional Edition: ISBN 3-030-21028-6

Language: English

DOI: 10.1007/978-3-030-21029-8

UID:

Format: 1 online resource (X, 219 p. 4 illus.)

Edition: 1st ed. 2020.

ISBN: 3-030-21029-4

Series Statement: Landscapes: the Arts, Aesthetics, and Education, 26

Content: This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter polarization. Foregrounding the intimate connections between music, society and education, this book suggests ways that music teacher education might be an arena for the reflexive contestation of traditions, hierarchies, practices and structures. The visions for intercultural music teacher education offered in this book arise from a variety of practical projects, intercultural collaborations, and cross-national work conducted in music teacher education. The chapters open up new horizons for understanding the tension-fields and possible discomfort that music teacher educators face when becoming change agents. They highlight the importance of collaborations, resilience and perseverance when enacting visions on the program level of higher education institutions, and the need for change in re-imagining music teacher education programs. .

Note: Introduction; Heidi Westerlund, Sidsel Karlsen and Heidi Partti -- Policy, Interculturality and the Potential of Core Practices in Music Teacher Education; Patrick Schmidt and Joseph Abramo -- Intercultural Music Teacher Education in Israel: Reimagining Religious Segregation Through Culturally Responsive Teaching; Amira Ehrlich and Belal Badarne -- The Discomfort of Intercultural Learning in Music Teacher Education; Alexis A. Kallio & Heidi Westerlund -- Intercultural Game in Music Teacher Education: Exploring El Sistema in Sweden; Eva Sæther -- Expanding Learning Frames in Music Teacher Education: Student Placement in a Palestinian Refugee Camp in Lebanon; Brit Ågot Brøske -- The Reinvented Music Teacher-Researcher in the Making: Conducting Educational Development Through Intercultural Collaboration; Vilma Timonen, Anna Houmann, and Eva Sæther -- Bridging Musical Worlds: Musical Collaboration Between Student Musician-Educators and South Sudanese Australian Youth; Kathryn Marsh, Catherine Ingram and Samantha Dieckmann -- To Honor and Inform: Addressing Cultural Humility in Intercultural Music Teacher Education in Canada; Lori-Anne Dolloff -- Structure and Fragmentation: The Current Tensions and Possible Transformation of Intercultural Music Teacher Education in South Africa; Albi Odendaal -- Assessing Intercultural Competence in Teacher Education: A Missing Link; Sapna Thapa -- Narrating Change, Voicing Values, and Co-Constructing Visions for Intercultural Music Teacher Education; Laura Miettinen, Heidi Westerlund, and Claudia Gluschankof -- Engaging Practitioners as Inquirers: Co-Constructing Visions for Music Teacher Education in Nepal; Danielle Shannon Treacy -- Epilogue: Music Teacher Education Engaging with the Politics of Diversity; Heidi Westerlund and Sidsel Karlsen. , English

Additional Edition: ISBN 3-030-21028-6

Language: English

DOI: 10.1007/978-3-030-21029-8

UID:

Format: X, 219 p. 4 illus. , online resource.

Edition: 1st ed. 2020.

ISBN: 9783030210298

Series Statement: Landscapes: the Arts, Aesthetics, and Education, 26

Content: This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter polarization. Foregrounding the intimate connections between music, society and education, this book suggests ways that music teacher education might be an arena for the reflexive contestation of traditions, hierarchies, practices and structures. The visions for intercultural music teacher education offered in this book arise from a variety of practical projects, intercultural collaborations, and cross-national work conducted in music teacher education. The chapters open up new horizons for understanding the tension-fields and possible discomfort that music teacher educators face when becoming change agents. They highlight the importance of collaborations, resilience and perseverance when enacting visions on the program level of higher education institutions, and the need for change in re-imagining music teacher education programs. .

Note: Introduction; Heidi Westerlund, Sidsel Karlsen and Heidi Partti -- Policy, Interculturality and the Potential of Core Practices in Music Teacher Education; Patrick Schmidt and Joseph Abramo -- Intercultural Music Teacher Education in Israel: Reimagining Religious Segregation Through Culturally Responsive Teaching; Amira Ehrlich and Belal Badarne -- The Discomfort of Intercultural Learning in Music Teacher Education; Alexis A. Kallio & Heidi Westerlund -- Intercultural Game in Music Teacher Education: Exploring El Sistema in Sweden; Eva Sæther -- Expanding Learning Frames in Music Teacher Education: Student Placement in a Palestinian Refugee Camp in Lebanon; Brit Ågot Brøske -- The Reinvented Music Teacher-Researcher in the Making: Conducting Educational Development Through Intercultural Collaboration; Vilma Timonen, Anna Houmann, and Eva Sæther -- Bridging Musical Worlds: Musical Collaboration Between Student Musician-Educators and South Sudanese Australian Youth; Kathryn Marsh, Catherine Ingram and Samantha Dieckmann -- To Honor and Inform: Addressing Cultural Humility in Intercultural Music Teacher Education in Canada; Lori-Anne Dolloff -- Structure and Fragmentation: The Current Tensions and Possible Transformation of Intercultural Music Teacher Education in South Africa; Albi Odendaal -- Assessing Intercultural Competence in Teacher Education: A Missing Link; Sapna Thapa -- Narrating Change, Voicing Values, and Co-Constructing Visions for Intercultural Music Teacher Education; Laura Miettinen, Heidi Westerlund, and Claudia Gluschankof -- Engaging Practitioners as Inquirers: Co-Constructing Visions for Music Teacher Education in Nepal; Danielle Shannon Treacy -- Epilogue: Music Teacher Education Engaging with the Politics of Diversity; Heidi Westerlund and Sidsel Karlsen.

In: Springer eBooks

Additional Edition: Printed edition: ISBN 9783030210281

Additional Edition: Printed edition: ISBN 9783030210304

Additional Edition: Printed edition: ISBN 9783030210311

Language: English

DOI: 10.1007/978-3-030-21029-8

URL: https://doi.org/10.1007/978-3-030-21029-8