Twenty-three contributors turn a critical lens on the dominant music education paradigm to examine how we teach, what we teach, for what we teach, what is expected of teachers and how we teach them, whom we should be teaching, and the very assumptions and structures of which we base our practice.

A Different Paradigm in Music Education is a "let’s consider some possibilities" book. Instead of a music methods book, it is a look at where the music education profession is and how music teachers might improve what it is we do. It is about change. It is about questioning the current music education paradigm, especially regarding its exclusive role as the only model. The intent is to help pre-service and in-service music educators consider new modes of pedagogical thought that will allow us to broaden our reach in schools and better help students develop as creative musicians across their lifespan. The book includes an overview of several opportunities and course examples that would make music education more relevant and meaningful, especially for students that are not interested in our traditional performance offerings. The author wishes to stimulate discussions, with the goal for the music education profession to grow and mature.

A Different Paradigm in Music Education is a "let's consider some possibilities" book. Instead of a music methods book, it is a look at where the music education profession is and how music teachers might improve what it is we do. It is about change. It is about questioning the current music education paradigm, especially regarding its exclusive role as the only model. The intent is to help pre-service and in-service music educators consider new modes of pedagogical thought that will allow us to broaden our reach in schools and better help students develop as creative musicians across their lifespan. The book includes an overview of several opportunities and course examples that would make music education more relevant and meaningful, especially for students that are not interested in our traditional performance offerings. The author wishes to stimulate discussions, with the goal for the music education profession to grow and mature.

The Bloomsbury Handbook of Popular Music Educationdraws together current thinking and practice on popular music education from empirical, ethnographic, sociological and philosophical perspectives. Through a series of unique chapters from authors working at the forefront of music education, this book explores the ways in which an international group of music educators each approach popular music education. Chapters discuss pedagogies from across the spectrum of formal to informal learning, including “outside” and “other” perspectives that provide insight into the myriad ways in which popular music education is developed and implemented. The book is organized into the following sections: - Conceptualizing Popular Music Education - Musical, Creative and Professional Development - Originating Popular Music - Popular Music Education in Schools - Identity, Meaning and Value in Popular Music Education - Formal Education, Creativities and Assessment Contributions from academics, teachers, and practitioners make this an innovative and exciting volume for students, teachers, researchers and professors in popular music studies and music education.

Viewing the plurality of creativity in music as being of paramount importance to the field of music education, The Routledge Companion to Creativities in Music Education provides a wide-ranging survey of practice and research perspectives. Bringing together philosophical and applied foundations, this volume draws together an array of international contributors, including leading and emerging scholars, to illuminate the multiple forms creativity can take in the music classroom, and how new insights from research can inform pedagogical approaches. In over 50 chapters, it addresses theory, practice, research, change initiatives, community, and broadening perspectives. A vital resource for music education researchers, practitioners, and students, this volume helps advance the discourse on creativities in music education.

The twenty-seven contributors to this book are professors, teachers, and students representing all parts of Canada, as well as the USA, Brazil, Norway, Finland, and South Africa. They wrestle with the meaning and practice of social justice in and through music education.

The Palgrave Handbook of Race and the Arts in Education is the first edited volume to examine how race operates in and through the arts in education. Until now, no single source has brought together such an expansive and interdisciplinary collection in exploration of the ways in which music, visual art, theater, dance, and popular culture intertwine with racist ideologies and race-making. Drawing on Critical Race Theory, contributing authors bring an international perspective to questions of racism and anti-racist interventions in the arts in education. The book’s introduction provides a guiding framework for understanding the arts as white property in schools, museums, and informal education spaces. Each section is organized thematically around historical, discursive, empirical, and personal dimensions of the arts in education. This handbook is essential reading for students, educators, artists, and researchers across the fields of visual and performing arts education, educational foundations, multicultural education, and curriculum and instruction.