In today's multi-ethnic classroom, multiculturalism plays an increasingly vital role. What it is, how it developed, and what it means for education, especially music education, are the questions that form the essence of this book. Music, Education, and Multiculturalism traces the growth and development of multicultural music education in the United States from its start in the early 1900s to the present, and describes the state of multicultural music education internationally. Beginning with a discussion of the philosophical foundations surrounding multiculturalism, Part I addresses the various definitions of multiculturalism and its associated problems and possibilities in both education at large and music education in particular. It offers a succinct discussion of the various philosophical concepts and rationales for a multicultural approach, and concludes with current thoughts and applications in music education. Part II follows multicultural music education in the U.S. as it paralleled changes in general education brought about by social and historical events. The last chapter in this section outlines multiculturalism in music education around the world. Part III focuses on the implications of multiculturalism for music education, both in teacher training and in classroom instruction. Designed to assist music educators at all levels in understanding and implementing multicultural education, Music, Education, and Multiculturalism provides suggestions for curricular development, offers teaching strategies, and provides practical applications including materials and methodologies. Combining personal narrative and oral history with the support of primary and archival documents, this text is essential reading for all students and teachers of the history and foundations of music education and of multiculturalism in general education.

In Irma Collins’ Dictionary of Music Education, readers find more than just a lexicon. It is a journey through musical times and the story of the evolution of music education. Dictionary of Music Education includes entries on key individuals, critical terms, important events, and notable organizations, offering readers a broad survey of the field of music education.

Provides a comprehensive guide to careers in music, covering over 150 job classifications that contribute to the production or dissemination of music.

Knowledge and Music Education: A Social Realist Account explores current challenges for music education in relation to wider philosophical and political debates, and seeks to find a way forward for the field by rethinking the nature and value of epistemic knowledge in the wake of postmodern critiques. Focusing on secondary school music, and considering changes in approaches to teaching over time, this book seeks to understand the forces at play that enhance or undermine music’s contribution to a socially just curriculum for all. The author argues that the unique nature of disciplinary-derived knowledge provides students with essential cognitive development, and must be integrated with the turn to more inclusive, student-centred, and culturally responsive teaching. Connecting theoretical issues with concrete curriculum design, the book considers how we can give music students the benefits of specialised subject knowledge without returning to a traditional past.

Policy and the Political Life of Music Education is the first book of its kind in the field of Music Education. It offers a far-reaching and innovative outlook, bringing together expert voices who provide a multifaceted and global set of insights into a critical arena for action today: policy. On one hand, the book helps the novice to make sense of what policy is, how it functions, and how it is discussed in various parts of the world; while on the other, it offers the experienced educator a set of critically written analyses that outline the state of the play of music education policy thinking. As policy participation remains largely underexplored in music education, the book helps to clarify to teachers how policy thinking does shape educational action and directly influences the nature, extent, and impact of our programs. The goal is to help readers understand the complexities of policy and to become better skilled in how to think, speak, and act in policy terms. The book provides new ways to understand and therefore imagine policy, approximating it to the lives of educators and highlighting its importance and impact. This is an essential read for anyone interested in change and how to better understand decision-making within music and education. Finally, this book, while aimed at the growth of music educators' knowledge-base regarding policy, also fosters 'open thinking' regarding policy as subject, helping educators straddling arts and education to recognize that policy thinking can offer creative designs for educational change.

How do globalization and internationalization impact music education around the world? By acknowledging different cultural values and priorities, Alexandra Kertz-Welzel's vision challenges the current state of international music education and higher education, which has been dominated by English-language scholarship. Her framework utilizes an interdisciplinary approach and emphasizes the need for developing a pluralistic mode of thinking, while underlining shared foundations and goals. She explores issues of educational transfer, differences in academic discourses worldwide, and the concept of the global mindset to help facilitate much-needed transformations in global music education. This thinking and research, she argues, provides a means for better understanding global transfers of knowledge and ways to avoid culturally and linguistically hegemonic standards. Globalizing Music Education: A Framework is a timely call to action for a more conscious internationalization of music education in which everyone can play a part.

'Facing the Music' provides a rich resource for reflection and practice for all those involved in teaching and learning music in culturally diverse environments, from policy makers to classroom teachers. Schippers gradually unfolds the complexities and potential of learning and teaching music 'out of context'.