The distinction between learning to perform on an instrument or voice and learning music in
a wider sense is one that is made in many countries, and is especially pertinent in England …

This chapter considers issues around “student voice,” social justice, and the alienation and
disengagement of young people from school music education. It begins by arguing that the …

This paper presents findings from ethnographic case study research that investigated
teacher practices and student engagement in classroom music. The data collection was …

This article provides music educators with practical ways to (a) build school community
through culturally diverse music and informal performances and (b) inculcate global …

This chapter considers the role that assessment, particularly formative assessment, has to
play with regard to social justice purposes in education. It disentangles the notion of …

Through the prism of the two main paradigms of social justice–'distributive'and 'relational'–
and drawing on the concept of 'discourse', this article examines how more socially just …

This chapter considers issues concerning assessment and policy, viewed through the
particular lens of an English perspective. However, this should not be taken to mean that is …

June Boyce-Tillman and Keith Swanwick's article on musical development is the second
most widely cited paper in the history of the British Journal of Music Education. It appears in …

The critical role of disciplinary literacy in enhancing understanding and engagement within
arts-based subjects has drawn increased recognition amongst researchers and practitioners …

The issues concerned with assessment and evaluation in music education are many and
complex. This chapter outlines key terms and concepts, places them into a contemporary …