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date: 18 November 2018

Abstract and Keywords

This introduction provides, first, an elaboration on the handbook’s premise, which seeks to trouble notions of authority and expertise by celebrating the diversity of stakeholders and opinions that narrate the landscape of technology and music education. Second, this introduction provides brief summaries of the contributions that make up the four main parts of the handbook. Twenty-two Core Perspective authors consist of ten females and twelve males across six continents that include the countries Australia, Canada, China, Mexico, Singapore, Uganda, United Kingdom, and the United States. Selected authors include school and community music practitioners, industry members, higher education researchers, and music teacher educators, embracing theoretical frames that include philosophy, history, sound studies, ethnomusicology, social and cultural psychology, and critical theory. To further reinforce the perspectival nature of the handbook, another nineteen authors provide Further Perspectives to various subparts in the volume. We encourage you, the reader, to continue the dialogue begun in this handbook through adding your personal perspectives online via our companion website (http://global.oup.com/us/ohtme).

Keywords: authority, credentialing, learning and teaching, music teacher educators, perspective, professional development, stakeholders

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