Abstract:

Introduction:
Every multicultural society needs to ensure that its school-age population is served in equal conditions while at the same time attending to common duties, in order to guarantee peaceful and harmonious social development. In that regard, and from the perspective of educational theory and practice, a number of authors have proposed different educational models aimed at teaching multiculturalism, encompassed by multicultural education and intercultural education. In Spain, these two models use well-differentiated approaches. However, in the Anglo-Saxon world, this distinction does not exist, making our study of great interest for cross-country comparisons.

Methodology:
A bibliographic search was carried out in digital repositories of doctoral theses from all Spanish universities, using the key words "Music and Interculturality", "Music and Multiculturalism", "Music and Intercultural Education" and "Music and Multicultural Education." We present the included documents and discuss the data obtained from each, describing possible advances in research on the intercultural educational approach.

Results:
Our search yielded a high number of results on theoretical and practical musical approaches to both multicultural and intercultural education, related to educational stages ranging from early childhood education to primary, secondary and university levels.

Conclusions:
The included documents, approaches proposed therein, and interpretation made of the key concepts (multicultural versus intercultural education) suggest that while the field of educational theory defines these concepts clearly, doctoral students coming from different areas of knowledge understand them in diverse ways. This makes it difficult to propose musical interventions that are really consistent with the characteristics and objectives of each educational model proposed for cultural diversity.

Keywords:

Intercultural Education, Music Education, Doctoral Thesis.