Music has long been understood not only as an artistic practice but also as a powerful mode of learning, expression and social connection. From classrooms and conservatoires to community settings and digital platforms, music education shapes how individuals develop creativity, identity and cultural awareness. At the same time, it reflects broader social dynamics, including questions of access, inequality, and the cultural value assigned to the arts.
In recent years, debates around arts funding, curriculum reform, digital transformation, and efforts to diversify and decolonise musical traditions have brought renewed attention to music education as a critical field of inquiry. This Collection invites interdisciplinary scholarship that explores music education across diverse cultural, historical and institutional contexts.
We invite papers that engage with topics including (but not limited to):
- Pedagogies and practices of music education: Approaches to teaching and learning music in schools, higher education, and informal settings; embodied, experiential and participatory methods.
- Access, inequality and inclusion: Socioeconomic, racial, gendered or geographical disparities in access to music education; disability and inclusive pedagogies.
- Curriculum, canon and decolonisation: Whose music is taught and valued; efforts to diversify repertoires; critiques of Eurocentric traditions and institutional frameworks.
- Music, identity and community: The role of music education in shaping individual and collective identities; community-based and intergenerational learning.
- Digital transformations: Online learning, virtual performance, social media and new technologies in music teaching and participation.
- Policy and the value of the arts: Educational policy, funding decisions, and the positioning of music within broader curricular priorities.
- Music education and wellbeing: Emotional, social and cognitive dimensions of music learning; music as a tool for expression, resilience and care.
We particularly encourage interdisciplinary work, research that bridges theory and practice, and contributions that foreground underrepresented musical traditions, educational contexts or learner communities.
Editors
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