Abstract and Keywords
Research in the area of music teacher education and social justice often remains a theoretical discussion of possibilities and suggestions for future practice. In the interests of uncovering empirical research that can illuminate evidence of practice and for practice in the future, this chapter provides a thorough and systematic review of previous empirical work in the field. It provides evidence of what research has been accomplished, and where the field has yet to go, in addressing the concerns of social justice and diversity in music teacher education. The chapter reveals how previous work conceptualizes and enacts the development of socially just approaches in music teacher education and concludes by arguing for the importance of further empirical research at the intersection of these areas.
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