The Sage Handbook of School Music Education

Jose Luis Arostegui is Professor at the Department of Music Education, University of Granada, Spain. He is the coordinator of the research group SEJ-540 of Research in Music Education and PI of some R&D projects sponsored by the European Commission and the Government of Spain, among which: Evaluation of Music Teacher Education Programs in Europe and Latin America (2004-2007); The impact of School Music Education in Spain (2014-2017), Music Teacher Education for the Knowledge Society and Economy (2017-2021) and Transversality, Creativity and Inclusion in School Music Projects (2022-2025), the latter as PI1. He has been a member of the international advisory board of the research project Music Teacher Education for the Future on music teacher education in Norway (2019-2022). He is also a member of the International Advisory Team of the research project "Pilot experience of a musical pedagogy oriented towards human rights education: Proposal of pedagogical guidelines for the initial training of music teachers", in Chile (2023-2026). From these and other researches, he has produced papers published in many indexed journals and publishers, and presented at conferences. Jose Luis has been editor-in-chief of the Revista Internacional de Educacion Musical (2013-2023; from 2020 to 2023 as co-editor). He has been a commissioner member of MISTEC (Music in Schools and Teacher Education Commission), being its president during the biennium 2010-2012. He was also a member of the ISME (International Society for Music Education) Board from 2012 to 2016. Catharina Christophersen is professor of music education at Western Norway University of Applied Sciences. Previously a music teacher in compulsory schools and municipal schools of music and performing art, she is now a teacher educator and researcher. She is chair of the Norwegian Forum for Research in Music Education, and her research is frequently presented in international conferences and published in international journals and volumes. Her research areas include music in schools, music teacher education, and creative partnerships, and she has a particular interest in issues relating to educational change, educational philosophy, research ethics, and social justice. Jeananne Nichols is the Carol Grotnes Belk Distinguished Professor of Music Education at Western Carolina University in Cullowhee, North Carolina, USA where she serves as the music education program coordinator and teaches courses in music curriculum and methods. Drawing upon narrative inquiry and other qualitative research designs, Dr. Nichols' research highlights the lived experiences of persons whose voices may otherwise be muted in the prevailing discourses of music and music education. Dr. Nichols' work has been published in the Journal of Research in Music Education, The Bulletin of the Council for Research in Music Education, Research Studies in Music Education, The Music Educator's Journal, The Mountain Lake Reader, and The International Journal of Education and the Arts. Koji Matsunobu holds two PhDs in music education and secondary/continuing education. Prior to joining the Education University of Hong Kong, he held academic positions at the University of Queensland, Australia, and Kumamoto University, Japan. As a Former Fulbright scholar and member of the Board of Directors for the International Society for Music Education (ISME), he has published extensively on spirituality, creativity, ecology, wellbeing, Japanese music, world music, arts integration, arts-based research, place-based education, and the long-term impact of music education. He invented an award-winning musical instrument called the recohachi (recohachi.com) designed for hybrid music-making and used in educational settings.

Chapter 1: Directions to the School Music Education for a New Era - Jose Luis Arostegui, Catharina Christophersen, Jeananne Nichols, Koji Matsunobu Section 1: Foundations Chapter 2: School Music Education and the Society of Tomorrow: The Necessity of Navigating in Chaos - Geir Johansen Chapter 3: School Music Education and Utopian Thinking - Alexandra Kertz-Welzel Chapter 4: School Music Education, Virtuality and Virtualization - Lauri Vaekevae Chapter 5: Sustainable Futures and School Music - Vincent Bates Chapter 6: Place-Conscious: The Social and Ecological in School Music Education - Daniel J. Shevock Chapter 7: Reclaiming Spirituality in the Music Classroom During Times of World Crisis - Amira Erlich Chapter 8: Forced Migration and Identity in School Music - Andre de Quadros, Ailbhe Kenny Chapter 9: Getting Stuck in Close-enough Democracy: Working the Ruins of Intercultural School Music Education Towards Post-ethical Utopias - Alexis A. Kallio, Nasim Niknafs Chapter 10: Moral Economy of Death in Music Education - Nasim Niknafs Chapter 11: School Music Education and Uncertain Futures - Catharina Christophersen Section 2: Struggling for Social Justice Through Music Education Chapter 12: Coming into Presence: The Challenges and Possibilities of Democratic Music Education - Kelly Bylica Chapter 13: Social Class and Cultural Participation - Petter Dyndahl Chapter 14:Confronting 'Divisive Concepts' Legislation and White Emotionality: Encouraging Discomfort in Music Education - Juliet Hess Chapter 15: Struggling Against Inequities: Music Education and Human Rights in Times of Capitalocene - Rolando Angel-Alvarado Chapter 16: Gender and Sexuality in Music Education Research: A Rationale for a More Expansive Approach to LGBTQ Inclusion in Music Teaching and Learning - Sarah Bartolome, Stephanie Gregoire, Sam Bullington Chapter 17: Music Education and the UN Convention on the Rights of the Child - Claudia Gluschankof Chapter 18: Disability as Disruption in Music Education - Jesse Rathgeber, Adam Patrick Bell Chapter 19: Deconstructing Music Education: Addressing the Local Realities and Challenges in Educational Praxis - Hector Vazquez-Cordoba Chapter 20: Community Music and its Political Imperative: Music-making and the Struggle for Social Justice - Nicola McAteer, Rory Wells Chapter 21: Struggling for Equity through Music: A High School Minority Student's Programme for the Music College Entrance Exam in Southwest China - Tao Guan, Ning Luo Chapter 22: To Heal: Notes for Allies of Social Justice in Music Education - Jeananne Nichols Section 3: Curriculum Development Chapter 23: A Holistic Approach to Music Education - Carlos Abril Chapter 24: Music Education in a Changing Political Environment: Reflections on the School Music Curriculum in Hong Kong - Bo Wah Leung Chapter 25: STEAM Education, Neoliberalism, and Inequality: Making a Creative Workforce for the 21st Century - Jess Mullen Chapter 26: Deep Listening and Playing in the Intercultural Space: On Soundscapes, Improvisation and Collaborative Creative Processes in Early Childhood and Elementary Music Education - Chee-Hoo Lum & Natalie Alexandra Tse Chapter 27: Technology in the Service of Educational Purposes in Music Classrooms - Heidi Partti & Mikko Seppaenen Chapter 28: Bridging the Gaps: Enlivening the Curriculum in this Digital Age - Annie Mok Chapter 29: The Use of Digital Technology in School Music Education: Artificial Intelligence and Emerging Practices - Lee Cheng Chapter 30: Public Pedagogy in the Elementary Music Classroom: Popular Music as a Tool for Critical Participatory Citizenship - Judy Lewis Chapter 31: Making their Voice Visible: Considering Students' Perspectives in Music Curriculum Development and Implementation - Natassa Economidou Chapter 32: Beyond Measurement: Assessment and Evaluation in Music Education - Martin Fautley Chapter 33: Prolegomena to the School Music Education of the New Globalization - Jose Luis Arostegui Section 4: Teacher Education Chapter 34: Beyond 'Democracy': Making Space for the Educational and Political in Music Education - Tuulikki Laes, Danielle Treacy, Heidi Westerlund Chapter 35: Struggling for Social Justice through Music Education Musical Arts Teacher Education in Kenya for a Humane Society - Emily Akuno Chapter 36: Addressing the Policy Vacuum: Is Grassroot Policy Activism in Music Teacher Education Possible? - Patrick Schmidt Chapter 37: Facilitating Agency and Equity in Generalist music teacher education in Norway - Kari Holdhus Chapter 38: Marginalization, Elite Capture, and Universality in Music Teacher Education: From Deference to Construction - Sean Powell Chapter 39: Revitalizing Music Teacher Education through Culturally Responsive Pedagogy - Lily Chen-Hafteck Chapter 40: Towards Positive Youth Development and Well-Being in Music Education: Lessons for Music Teacher Education - Beatriz Ilari, Alexander Clements Chapter 41: Music Teacher Education in Times of Impermanence: The Potential of Technology - Smaragda Chrysostomou Chapter 42: Preparing for an Uncertain Future: Proposing a Reflective-Practice Pathway Towards Productive and Reflexive Professional Identities - Julie Ballantyne Chapter 43: Professional Development and Transformative Learning in Changing Times and Shifting Identities - Siew Ling Chua, Suriati Suradi Chapter 44: Beyond Borders and Beats: Exploring the Ever-Evolving Landscape of Music Teacher Education Across Regions - Koji Matsunobu