Janice L. Waldron, editor
Janice L. Waldron is an associate professor of music education at the University of Windsor, with research interests in informal music learning practices, online music communities, social media and music learning, vernacular musics, and participatory cultures. Janice has been a music educator for nearly four decades, including a 25-year career as a band director in Houston, Texas, and Oakville, Ontario, Canada, as well as 25 years as an Irish traditional musician, playing tin whistle, Irish flute, and Uillieann pipes. Her bi-musical background in formal music education and informal music learning informs her research: she is published in Music Education Research; the International Journal of Music Education; Action, Criticism, and Theory in Music Education; the Journal of Music, Education, and Technology; and the Philosophy of Music Education Review. Dr. Waldron has also authored several Oxford Handbook chapters in its Music Education series and also serves on the editorial boards of Action, Theory, and Criticism in Music Education; the International Journal of Music Education; the Journal of Music, Education, and Technology, and TOPICS for Music Education Praxis. She was named the 2012 “Outstanding Researcher: Emerging Scholar” at the University of Windsor. Since 2011, Waldron’s research has been funded by the Social Science and Humanities Research Council of Canada for her work on music learning in on- and offline convergent music communities of practice.

Stephanie Horsley, editor
Stephanie Horsley is the acting associate director, eLearning at the Centre for Teaching and Learning at Western University, Canada, where she is also an adjunct assistant professor of music education in the Don Wright Faculty of Music. Her research interests include music education policy, democratizing access to sites of music education, and “fringe” musical learning spaces. Her latest publications include chapters in The Oxford Handbook of Social Justice and Music Education and Policy and the Political Life of the Music Educator. Her work has been presented at various international conferences.

Kari K. Veblen, editor
Kari K. Veblen serves as professor of music education at Western University in Canada, where she teaches cultural perspectives, music for children, and graduate research methods. Thus far her career spans four decades of work as an elementary public school music teacher, community musician, faculty member at University of Wisconsin-Stevens Point, curriculum consultant to orchestras and schools, visiting scholar at University of Toronto, and research associate at University of Limerick. Veblen has served in numerous professional capacities, including the International Society for Music Education board, and as co-founder and now board member of the International Journal of Community Music. Her research interests include community music networks, lifespan music learning, traditional transmission, vernacular genres, interdisciplinary curriculum, musical play, and social media and music learning. Author and co-author of five books and 90 peer-reviewed works, Veblen’s work on music learning in on- and offline convergent music communities of practice is funded by the Social Science and Humanities Research Council of Canada.