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date: 28 May 2020

(p. xvii) Contributors

(p. xvii) Contributors

Joseph Abramo is an Assistant Clinical Professor of Music Education in the Neag School of Education at the University of Connecticut, where he teaches undergraduate and graduate courses. He has publications in journals including the Music Educators Journal, The Journal of Research in Music Education, The Bulletin of the Council for Research in Music Education, and The Philosophy of Music Education Review, among others. He also regularly presents at national and international conferences. He serves on the advisory committee of the Music Educators Journal and is Chair of the Philosophy Special Research Interest Group of the National Association for Music Education.

Carlos Abril is Associate Professor and Director of Undergraduate Music Education at the Frost School of Music at the University of Miami, where he teaches courses in cultural diversity, music in childhood, and philosophy of music education. Abril’s research focuses on sociocultural issues in music education, music education policy, curriculum, and music perception. His work has been published in books, research journals, and professional journals. He serves on many editorial boards, including the Journal of Research in Music Education. Abril received a Ph.D. in music education at The Ohio State University, M.M. in performance at the University of Cincinnati College-Conservatory of Music, and a B.M. in music education at the University of Miami.

José Luis Aróstegui is Professor in the Department of Music Education at the University of Granada, Spain. He has presented papers at many international conferences and has published papers in international journals and books. Appointed by the European Commission to coordinate a major evaluation of music teacher education programs in Europe and Latin America, he has served as a commissioner of the Music in Schools and Teacher Education Commission (MISTEC) from 2004 to 2010, and was Chair from 2008 to 2010. He is a member of the ISME Board and editor of the Revista Internacional de Educación Musical journal.

Julie Ballantyne is known for her work in the areas of music teacher identities, social justice, music teacher education, and the social and psychological impacts of musical engagement. Her latest research project,, aims to investigate developing teacher identities while supporting those at the beginnings of their careers as music teachers. A Senior Lecturer in the School of Music at The University of Queensland, Julie has published work in key music journals, has published a book Navigating Music and Sound Education, and teaches preservice and in-service teachers at the Bachelor and Master’s Level, as well as supervising several Ph.D. students.

(p. xviii) Janet R. Barrett is the Marilyn Pflederer Zimmerman Endowed Scholar in Music Education at the University of Illinois at Urbana-Champaign. Her research interests include the re-conceptualization of the music curriculum, secondary general music, interdisciplinary approaches in music, qualitative research pedagogy, and music teacher education. Barrett has published widely in music education and is an author or editor of five books, including the 2014 The Musical Experience: Rethinking Music Teaching and Learning (with P. Webster, Oxford University Press). She serves as editor for the Bulletin for the Council of Research in Music Education.

Cathy Benedict joined the Music Education faculty at Western University, Ontario, Canada in July 2015. She has taught at New York University and served as Undergraduate Coordinator for Music Education at Florida International University. She has taught classes such as elementary pedagogy, Orff, curriculum design, music psychology, critical readings, and music and special needs students. Her scholarly interests lay in facilitating environments in which students take on the perspective of a justice-oriented citizen. To this end, her research focuses on the processes of education and the ways in which teachers and students interrogate taken-for-granted, normative practices. She has published in such journals as Philosophy of Music Education Review, Music Education Research, and Research Studies in Music Education, and the Brazilian journal ABEM.

Louis S. Bergonzi is the Daniel J. Perrino Chair in Music Education, and Professor of Orchestral Conducting at the University of Illinois, where he teaches courses in the sociology of music education, orchestral conducting, and string education. He is Music Director of the Philharmonia Orchestra. He was co-director of Establishing Identity: LGBT Studies and Music Education I and II (2010/2012), symposia designed to provide energy to the discussion of how LGBT issues operate within music education in terms of research, curriculum, teacher preparation, and the musical lives and careers of LGBT music students and teachers.

Deborah Bradley was Assistant Professor in Music Education at the University of Wisconsin-Madison from 2006 to 2010. Since retiring, she has taught at the University of Toronto Faculty of Music and Emmanuel College. She is a leading scholar in anti-racism and critical multiculturalism in music education; her work is published in such journals as Philosophy of Music Education Review, Journal of Aesthetic Education, Music Education Research, and Action, Criticism, and Theory for Music Education. She has also published several book chapters, including a chapter in the 2012 Oxford Handbook of Philosophy of Music Education.

Pamela Burnard is Reader in Education at the University of Cambridge in the United Kingdom. Her research interests include diverse creativities, digital technologies, intercultural arts-based practices and knowledge building in education, industry, and community. Her books include Musical Creativities in Practice (Oxford University Press), Creativities in Higher Music Education (Routledge), Activating Diverse Musical Creativities (Bloomsbury), Bourdieu and the Sociology of Music, Music Education and (p. xix) Research (Ashgate), Music Education with Digital Technologies (Continuum), and Teaching Music Creatively (Routledge). She is Co-convenor of the British Educational Research Association (BERA) Creativity in Education SIG and Convenor of the Creativities in Intercultural Arts Network,

Patricia Shehan Campbell is Donald E. Peterson Professor of Music at the University of Washington, where she teaches courses at the interface of education and ethnomusicology. She is the author of Music in Cultural Context (1996), Songs in Their Heads (1998, 2010), Teaching Music Globally (2004), Music and Teacher (2008), co-author of Music in Childhood (2013, fourth edition), co-editor of the Global Music Series and The Oxford Handbook of Children’s Musical Cultures (2013). Campbell was designated the MENC Senior Researcher in Music Education in 2002, and in 2012 received the Taiji Prize for the preservation of traditional music. She is Chair of the Advisory Board of Smithsonian Folkways and President of the College Music Society.

Mary L. Cohen is Associate Professor, Area Head of Music Education, and Dean’s Scholar at the University of Iowa. She researches wellness through music making in prison contexts, writing and songwriting, and collaborative communities. In 2009, she founded the Oakdale Community Choir, a joint inmate-volunteer choir that performs original songs inside the prison. Her research is published in the International Journal of Research in Choral Singing, Journal of Research in Music Education, Australian Journal of Music Education, Journal of Historical Research in Music Education, Journal of Correctional Education, the International Journal of Community Music, and the International Journal of Music Education.

Carolyn Cooke is currently completing a PhD at the University of Aberdeen focusing on music student teachers’ perspectives on music pedagogy. Previously, she studied at Durham, Bristol, and The Open University. She has worked as a music teacher and Head of Department in a large secondary school, as a national curriculum regional advisor, and as a Lecturer in Music with particularly responsibility for initial teacher education. In addition she has taken an active role as a Regional Representative and Vice Chair of the music subject association (NAME), has written for a variety of music education publications both in print and online, and is currently working as a consultant writer and editor for online educational materials. Her publications and research interests include music teacher development, critical pedagogy, metacognition, and inclusion in music education.

Alice-Ann Darrow is Irvin Cooper Professor of Music in the College of Music at Florida State University. Her areas of research and clinical specialization include nonverbal communication in the classroom, and disability in music education. She is co-author of Music+ in Special Education (2005), Music Therapy and Geriatric Populations (2005), and editor of Introduction to Approaches in Music Therapy (2008). She has served on the editorials boards of JRME, Update: Applications of Research in Music Education, (p. xx) General Music Today, Bulletin for the Council on Research in Music Education, Reviews of Research in Human Learning and Music, and Florida Music Director.

Niyati Dhokai received a Ph.D. in Music (Ethnomusicology) from the University of Alberta in 2012. Her research has focused on the institutionalization of diasporic music practices and urban music cultures in Gujarat, India, from the time of Indian Independence to the present. During her graduate studies and research in India as a Fulbright Scholar, she developed a strong interest in applied ethnomusicology, specifically community integration through music. She currently works with participants who are recovering from traumatic brain injury in a community-based rehabilitation program as a music instructor and ethnomusicologist in the metropolitan Washington, D.C., area.

Stuart Paul Duncan received a D.M.A. in composition from Cornell University in 2010 and is currently finishing his Ph.D. at Yale University in Music Theory, which explores issues surrounding meter and hypermeter in Benjamin Britten’s early vocal music. Duncan is currently a Yale Teaching Center Fellow, where he helps design and lead workshops on various areas of pedagogy. In addition to his research in education and prisons, other interests include the music of twentieth-century British composers and rhythmic and metric theory. Stuart is also the music director and organist at St. Peter’s Episcopal Church in Cheshire, CT.

Martin Fautley is Professor of Education at Birmingham City University, United Kingdom, where he is Director of the Centre for Research in Education. He teaches widely across a range of programs, including undergraduate and postgraduate teacher education courses, and supervises research and doctoral students. For many years he was a secondary school music teacher, subsequently undertaking his Doctoral research at Cambridge University, investigating the teaching, learning, and assessment of composing in the classroom. He is currently researching assessment in music education, and the teaching and learning of composing in secondary schools. He is the author of eight books, including Assessment in Music Education, published by Oxford University Press, and has written numerous journal papers and book chapters on aspects of music education, creativity, and assessment.

Rubén Gaztambide-Fernández is an Associate Professor at the Ontario Institute for Studies in Education of the University of Toronto. He teaches courses in curriculum theory, cultural studies, and the arts in education. His current research focuses on the experiences of young artists attending urban arts high schools in Canada and the United States. He is also the Principal Investigator of Proyecto Latin@, a participatory action research project with Latin@ youth in Toronto. His theoretical work focuses on the relationship between creativity, decolonization, and solidarity. He is particularly interested in the pedagogical and creative possibilities that arise from the social and cultural dynamics of urban centers.

Elizabeth Gould joined the University of Toronto faculty in 2005, and teaches philosophically based courses in music education. Her research interests include gender (p. xxi) and sexuality in the context of feminisms and queer theory. In addition to serving as lead editor for the book Exploring Social Justice: How Music Education Might Matter (2009), Gould has published articles in a variety of journals, including Philosophy of Music Education Review, Music Education Research, Women and Music: A Journal of Gender and Culture, College Music Symposium, Educational Philosophy and Theory, and the Brazilian journal, labrys: études féministes estudos feministas. She has served in leadership roles with professional organizations such as Gender Research in Music Education-International and the International Society for Philosophy of Music Education, and organized the conferences, musica ficta: A Conference on Engagements and Exclusions in Music, Education, and the Arts (2008), and Feminist Theory and Music 6: Confluence and Divide (2001).

Lucy Green is Professor of Music Education at the London University Institute of Education. Her research is in the sociology of music education, specializing in meaning, ideology, gender, popular music, informal learning, and the development of new pedagogies. She created the informal learning pathway of Musical Futures, and then took the work into the instrumental tuition context. She is the author of five books and scores of articles, the editor of two anthologies, and sits on the boards of 13 journals. She was a private piano teacher, then a secondary Head of Music, before joining the Institute of Education in 1990.

Laura Hassler was born and raised in New York. From an early age, she was active in US civil rights and peace movements. She studied cultural anthropology and music, then worked for social change organizations in the United States and Europe. After moving to the Netherlands in 1977, she built a career in music. In 1999, Laura mobilized her large network of socially conscious musicians to found Musicians without Borders. Today, still drawing on this ever-broadening network, Musicians without Borders is one of the world’s pioneers in using music to bridge divides, build community, and heal the wounds of war.

Maud Hickey is Associate Professor and Coordinator of Music Education at the Bienen School of Music, Northwestern University, in Evanston, Illinois. Her research interests revolve around creative thinking through improvisation and composition. Hickey has recently been focusing on youth in detention and the potential for music creativity in their lives. She has published articles in several music education research journals and recently published a book titled Music Outside the Lines: Ideas for Composing in K–12 Music Classrooms (2012).

Lee Higgins is the Director of an Associate Professor of Music Education at the Boston University School of Music, USA and Director of the International Centre of Community Music based at York St. John University, UK. Committed to people, places, participation, inclusivity, and diversity, he is a community musician who has worked across the education sector as well as within health settings, prison and probation service, youth and community, and orchestra outreach. As a presenter and guest speaker, Professor Higgins has worked on four continents in university, school, and NGO (p. xxii) settings. He is the senior editor for the International Journal of Community Music and was author of Community Music: In Theory and in Practice (2012, Oxford University Press).

Wai-Chung Ho is Professor in the Department of Music, Hong Kong Baptist University. She received her Ph.D. from the University of London, Institute of Education. Her main research areas are the sociology of music, music education curriculum, values education, and the comparative study of East Asian music education. Her articles have been published in top-ranking journals such as the British Journal of Music Education, Bulletin of the Council for Research in Music Education, International Journal of Music Education, Music Education Research, Popular Music, Popular Music and Society, and Comparative Education.

Stephanie Horsley is Adjunct Assistant Professor in the Department of Music Education at Western University, London, Ontario, Canada. Her research interests include global economic systems and their effects on music education reform at the state and local pluralize—levels. Her recent work examines the development of neoliberal education policy and the ways in which it has shaped and been shaped by sociohistorical events at the state level and the subsequent development of music education policies and programs. She is particularly interested in the field of comparative education. Her work has been published in Arts Education Policy Review and has been presented at numerous international symposia.

Otto de Jong is a choir and orchestra conductor specialized in working with large groups of children. Since 1999, he has been working as a trainer for Musicians without Borders, training others to work with children. His music workshops, lessons, and rehearsals demonstrate and teach trainers to use the power of nonverbal communication and team building. For de Jong, music is a means for children to receive attention, to learn to concentrate, to be in a safe environment in a group setting and, last but not least, is a source of joy.

Estelle R. Jorgensen is Professor Emerita of Music (Music Education), Indiana University Jacobs School of Music and Contributing Faculty Member, Richard W. Riley College of Education and Leadership at Walden University. She is the author of In Search of Music Education (1997), Transforming Music Education (2003), The Art of Teaching Music (2008), and Pictures of Music Education (2011), and her articles have appeared in leading journals and essay collections in music education. She is the editor of the Philosophy of Music Education Review and of the Counterpoints: Music and Education book series published by Indiana University Press.

Panagiotis A. Kanellopoulos is Associate Professor of Music Education at the University of Thessaly, Greece. His interests include sociocultural perspectives on musical creativity, ethnographic approaches to musical improvisation, as well as possible conjunctures between philosophy of music education and political philosophy. Panagiotis has co-edited the volume Arts in Education-Education in the Arts (Athens, Nissos, 2010); (p. xxiii) his work has been published in international edited volumes and major research journals (including Psychology of Music, Philosophy of Music Education Review, Action Criticism & Theory for Music Education, British Journal of Music Education, Educational Philosophy & Theory). He is active as a mandolinist, performing and recording in a variety of contexts.

Sidsel Karlsen is Professor of Music Education at Hedmark University College in Norway as well as docent at the Sibelius Academy, University of the Arts, Helsinki, Finland. She has published widely in international research journals and is a contributor to anthologies such as Sociology and Music Education (2010) and Collaborative Learning in Higher Music Education (2013). Her research interests cover, among other things, multicultural music education, the interplay between formal and informal arenas for learning, and the social and cultural significance of music festivals. Currently, she is also involved in a research project investigating musical gentrification and sociocultural diversities from a Norwegian perspective.

Jacqueline Kelly-McHale is Associate Professor and Coordinator of Music Education at DePaul University in Chicago, Illinois. Kelly-McHale’s research focuses on culturally responsive teaching in K–12 music classrooms, issues of social justice, and composition in K–12 classrooms. She has published articles in Journal of Research in Music Education and Mountain Lake Reader. Kelly-McHale is an active presenter, having presented sessions at state, national, and international conferences. Kelly-McHale earned her doctorate at Northwestern University, an MAME degree from The University of St. Thomas in St. Paul, Minnesota, and a BSME from Duquesne University in Pittsburgh, Pennsylvania.

Jason Kubilius is Head of Creative Arts at George Green’s school in Tower Hamlets, and previous to that he spent most of his career at Forest Hill School in Lewisham as Head of Music and Director of the Performing Arts Specialism. He has taught for 18 years and has tried to make the music department accessible and inclusive for all. Forest Hill School has been a Musical Futures Champion School and has been involved in leading INSETs for teachers and PGCE students interested in making a music department successful and inclusive.

Gloria Ladson-Billings is the Kellner Family Chair in Urban Education in the Department of Curriculum and Instruction and Faculty Affiliate in the Departments of Educational Policy Studies, Educational Leadership and Policy Analysis, and Afro-American Studies at the University of Wisconsin-Madison.

Roberta Lamb is Associate Professor in Music and Music Education at the School of Music, Queen’s University. She is cross-appointed to the Faculty of Education and Department of Gender Studies. She is a docent in Music Education at the Sibelius Academy, Helsinki University of the Arts, Finland, where she advises graduate students in music education. Lamb was a founding member of Gender Research in Music Education, and, according to one of her high school teachers, was a feminist before the (p. xxiv) word existed. In addition to academic writing, she is proudest of her work to establish the Symphony Education Partnership (since 1993) in Kingston, Ontario, and her project for teaching university students how to teach ukulele to grade 6 and 7 students in the Limestone School Board.

Wing-Wah Law is Professor in the Faculty of Education, The University of Hong Kong. He received his Ph.D. from the University of London, Institute of Education. His research interests and publications cover the areas of education and development, globalization and citizenship education, education policy and legislation, education reform and Chinese societies, music education and social change, and culture and school leadership. His publications have appeared in international journals in education, including Cambridge Journal of Education, Compare, Comparative Education, Comparative Education Review, International Journal of Educational Development, Journal of Curriculum Studies, Music Education Research, and Teachers College Record.

Paul Louth works at Youngstown State University in Youngstown, Ohio, where he teaches graduate and undergraduate courses in music education methods, philosophy, technology, and research. He holds Ph.D. and Master’s degrees in Music Education from the University of Western Ontario, as well a Bachelor of Education and a Bachelor of Music (performance) degree from the University of Toronto. He is particularly interested in philosophical and sociological issues in music education. His research involves applications of critical pedagogy to music education, music, and lifelong learning, and issues surrounding the use of technology in music education.

Kathryn Marsh is Associate Professor of Music Education at the University of Sydney. She has undertaken large-scale cross-cultural collaborative research into children’s musical play in Australia, Europe, the United Kingdom, the United States, and Korea. Her research interests also include children’s creativity and cultural diversity in music education, most recently exploring the role of music in the lives of refugee children. She is editor of Research Studies in Music Education and has written numerous scholarly publications, including The Musical Playground: Global Tradition and Change in Children’s Songs and Games, published by Oxford University Press and winner of two international awards.

Richard Matthews is a political philosopher and peace scholar with specific interests in violence, evil, and the nature of oppression. In particular he is an expert on the nature and ethics of torture. His main publication is The Absolute Violation: Why Torture Must Be Prohibited (Montreal & Kingston: MQUP, 2008). In addition he has published a variety of essays on torture, as well as articles on ethics and metaphysics. He teaches philosophy at Huron University College at the University of Western Ontario.

Marie McCarthy is Professor of Music Education at the University of Michigan, and prior to this position she was on the faculty of the University of Maryland from 1990 to 2006. Her research studies address the historical, social, and cultural foundations of music education, the transmission of music in cultural context, and spiritual dimensions (p. xxv) of music teaching and learning. Her publications include two books, Passing It On: The Transmission of Music in Irish Culture (1999), and Toward a Global Community: A History of the International Society for Music Education, 1953–2003 (2004).

Carmen Mills is Lecturer in the School of Education at The University of Queensland, Australia. Her research interests are informed broadly by the sociology of education and specifically by issues of social justice in education, schooling in disadvantaged communities, and teacher education for the development of socially just dispositions. Her current research as a chief investigator on an Australian Research Council project explores social justice dispositions informing teachers’ pedagogy in advantaged and disadvantaged secondary schools.

Lis Murphy is the UK Founder and UK Director of Musicians without Borders. She has pioneered the use of singing and songwriting workshops, to find a way of enabling refugees and torture survivors to find peace through expression and collective experience. Lis is also a professional performing musician, who previously supported New Order, Billy Bragg, and Balkan Beatbox. Lis has also performed with Mali superstars Amadou and Mariam and a world premiere by William Orbit.

Flávia M. Narita is Lecturer at Universidade de Brasília (UnB/Brazil) and, from 2007 to 2010, she coordinated the Music Teacher Education course offered by that university through the Distance Education program of the Open University of Brazil. She is currently finishing her Ph.D. studies at the Institute of Education, University of London, under the supervision of Professor Lucy Green. She completed her first degree in Music Education at the Universidade de São Paulo (USP/Brazil).

Susan A. O’Neill has an interdisciplinary background with graduate degrees in three disciplines (music performance, psychology, education). She is Associate Professor in Music Education at Simon Fraser University in Vancouver, Canada. She is Director of MODAL Research Group (Multimodal Opportunities, Diversity and Artistic Learning) and Research for Youth, Music and Education (RYME). She has held Visiting Fellowships at Trinity College Dublin, University of Melbourne, and University of Michigan, United States. Her international projects explore young people’s music engagement in ways that contribute to expansive learning opportunities, positive values, self-identities, motivation, resiliency, learning relationships, and cultural understandings. She is has published widely in the fields of music psychology and music education.

Chris Philpott is Deputy Pro Vice-Chancellor and Reader in Music Education in the Faculty of Education and Health at the University of Greenwich, United Kingdom. He became a teacher-educator after working for 16 years as a secondary school music teacher. He has research interests in the pedagogy of teacher education, the body and musical learning, and music as language. He has written and edited books, online texts, and resources widely used in initial teacher education programs.

André de Quadros is a professor of music and chair of the Music Education Department at Boston University, where he also holds positions in African, Asian, and Muslim (p. xxvi) studies and in prison education. He directs several international ventures, including a new socially responsible conducting course in Sweden. He conducts the Manado State University Choir, Indonesia, and partners with several community projects in Mexico, Israel, and the Arab world.

J. Christopher Roberts teaches K–5 music in Seattle, Washington, and is an Affiliate Assistant Professor of Music Education at the University of Washington. He holds degrees from the University of Washington (Ph.D., M.A.) and Swarthmore College (B.A.), with research and clinical interests in children’s musical cultures, cultural diversity in music education, and the nature of children’s interest in music. Recent articles have appeared in publications including Oxford Handbook of Children’s Musical Cultures (2013), Journal of Research in Music Education (2013), Multicultural Perspectives in Music Education (2011), and Alternative Approaches in Music Education (2011).

Leslie Stewart Rose is faculty member in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education (OISE) at the University of Toronto. She brings her experiences as a classroom teacher to her work at OISE, which has included teaching music education courses, serving as Director of the elementary teacher education program, and leading research and teacher inquiry in partnership with Toronto District School Board’s inclusive education initiatives. Related major publications include Exploring Social Justice: How Music Education Might Matter (2009) and Deepening Inclusive And Community-Engaged Education in Three Schools: A Teachers’ Resource (2014).

Gabriel Rusinek is Associate Professor at the Faculty of Education, Complutense University of Madrid. He edits the peer-reviewed open access research journal Revista Electrónica Complutense de Investigación en Educación Musical ( He is a member of the editorial boards of ISME’s International Journal of Music Education-Practice and Revista Internacional de Educación Musical, and of the advisory boards of the International Journal of Education & the Arts and Music Education Research, and a commissioner at ISME Music in Schools and Teacher Education Commission, His research interests include collaborative composition, inclusive teaching practices, school failure, and audience experience.

Jonathan Savage is Reader in Education at the Faculty of Education, Manchester Metropolitan University, United Kingdom. He has a number of research interests, including implementing new technologies in education, cross-curricular approaches to teaching and learning, creativity and assessment. He is Managing Director of (, a not-for-profit company that provides support and advice for educators using music, audio, and video technologies. He is a widely published author, having written and edited for Routledge, Oxford University Press, Open University Press, SAGE, and Learning Matters. Jonathan runs an active blog at and can be followed on Twitter @jpjsavage.

(p. xxvii) Patrick Schmidt is Chair and Associate Professor of Music Education at Western University in London, Ontario, Canada. He also served as the Associate Director of Florida International University’s School of Music in Miami, and taught at the Westminster Choir College. His innovative work in critical pedagogy, urban music education, and policy studies is recognized nationally and internationally. His most recent publications can be found in the International Journal of Music Education; Arts Education Policy Review; Journal of Curriculum Theorizing; Philosophy of Music Education Review; Action, Criticism, and Theory for Music Education; ABEM Journal in Brazil; and the Finnish Journal of Music Education. He has co-edited the 2012 NSSE book with Teachers College Press and a special issue of the education journal Theory into Practice. Schmidt is currently working on a single-authored book on policy for Oxford.

Eric Shieh is a founding teacher at the Metropolitan Expeditionary Learning School in New York City and author of numerous articles and chapters on progressive music pedagogies and curriculum reform. He is a former policy strategist for the New York City Department of Education and has founded music programs in prisons across the United States. In 2012, he was awarded a Fund For Teachers Fellowship to research educational responses to poverty and youth violence in Caracas, Venezuela. Eric holds degrees in music education, multicultural theory, and curriculum policy from the University of Michigan, Ann Arbor, and Teachers College, Columbia University.

John Sloboda is Research Professor at the Guildhall School of Music, in London, and Emeritus Professor at Keele University. He was a staff member of the School of Psychology at Keele from 1974 to 2008, where he was Director of its Unit for the Study of Musical Skill and Development. Sloboda is internationally known for his work on the psychology of music. He is a committee member of the Society for Education and Music Psychology Research, and was Editor-in-Chief of its journal Psychology of Music from 1985 to 1989. He was the recipient of the 1998 British Psychological Society’s Presidents Award for Distinguished Contributions to Psychological Knowledge, and in 2004 was elected to Fellowship of the British Academy. John is also co-director of Every Casualty Worldwide ( and co-founder of the Iraq Body Count Project (

Amanda Soto is Assistant Professor of Music Education at Texas State University. She co-teaches the Smithsonian Folkways Certification Course in World Music Pedagogy. After earning her teaching certification at the University of North Texas, she taught middle school band in South Texas, where she was born and raised. She also taught general music to children within the Seattle Public Schools. She completed an M.A. in Ethnomusicology and a Ph.D. in Music Education from the University of Washington. She has undertaken certification studies in Orff and Kodály pedagogical approaches and holds a certification in world music pedagogy from the Smithsonian Institute.

Gary Spruce is Senior Lecturer in education at The Open University and subject leader for the university’s music teacher training course. Before coming to the university he was a head of music in two comprehensive schools in Birmingham, United Kingdom. (p. xxviii) He has published widely, including co-editing a number of key texts on music teacher education as well as presenting papers at national and international conferences. From 2007 to 2012 he was co-editor of the British Journal of Music Education and from 2007 to 2010 was involved in developing a national CPD program for primary music teachers, which was used by over 4,000 teachers. Gary is a practicing musician with a particular interest in music for the theater.

Heidi Westerlund is Professor at the Sibelius Academy, University of the Arts Helsinki, Finland, as well as the Administrative Chair of the Center for Educational Research and Academic Development in the Arts (CERADA). She has published widely in international journals and books, and she is the co-editor of Collaborative Learning in Higher Music Education. She has served as an Associate Editor or reviewer in several international journals and she is the Editor-in-chief of the Finnish Journal of Music Education. Her current research interests cover teacher education, higher music education, collaborative learning, cultural diversity, and democracy in music education.

Joel Westheimer is University Research Chair in Democracy and Education at the University of Ottawa and education columnist for CBC Radio’s Ottawa Morning Show. He began his career teaching in the New York City Public School system before obtaining a Ph.D. from Stanford University. He has published more than 50 scholarly and professional articles and book chapters and frequently addresses radio and television audiences nationally and internationally. His award-winning books include Among Schoolteachers: Community, Autonomy and Ideology in Teachers’ Work (1998) and the edited collection Pledging Allegiance: The Politics of Patriotism in America’s Schools (foreword by the late Howard Zinn, 2007). His third book—What Kind of Citizen?—was published in 2015 by Teachers College Press.

Paul Woodford is Professor of Music Education at Western University in London, Ontario, Canada. He is past Co-Chair of the executive committee of the International Society for the Philosophy of Music Education (2005–2007) and is a member of the International Advisory Boards of the British Journal of Music Education, the Philosophy of Music Education Review, and the Bulletin of the Council for Research in Music Education. His interests in philosophical and historical issues affecting the profession have led to many publications, including his 2005 book, Democracy and Music Education, and many chapters and articles in leading books and journals.

Sheila C. Woodward is Chair of Music and Associate Professor of Music at Eastern Washington University, United States. She is a native of South Africa and earned her Ph.D. from the University of Cape Town and a Performer’s Licentiate in Organ from the Associated Board of the Royal Schools of Music. Dr. Woodward is President of the International Society for Music Education. She previously served two terms as an ISME Board member and as Chair of the Early Childhood Music Education Commission (ISME). Dr. Woodward’s research focus is music and well-being, exploring this from before birth to adulthood.

(p. xxix) Ruth Wright is Associate Professor in the Don Wright Faculty of Music at Western University, London, Ontario, Canada. Wright’s earlier career included teaching high school music, maintaining a large private piano studio, and lecturing in music education at the University of Wales Institute, Cardiff (now Cardiff Metropolitan University). She received her PhD in Education from this institution in 2006. She is the co-founder of Musical Futures Canada, an informal learning music program, and publishes regularly in books and refereed journals on the subjects of sociology, social justice, and music education. Her edited book Sociology and Music Education was published by Ashgate Press in September 2010.

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