This book contributes to a future-focused, environmentally responsible, relationally and socially engaged, ecological discourse of music education professionalism. The authors in this edited volume engage with effecting change by interrogating fundamental disciplinary values and imagining possibilities for music and music education to be a resource and catalyst for change. Together, the chapters address two interrelated questions: What kind of music education will survive societal and planetary transitions, and perhaps more importantly, what kind of music education can impact society amidst this transition?
The axes of transformation suggested by Arturo Escobar (recommunalisation; relocalisation and strengthening autonomies; depatriarcialisation, de-racialisation and decolonialisation; and re-earthing) frame the book as a whole, while individual chapters focus on themes such as civic imagination, climate justice, ecological thinking, gender equality, innovative pedagogy, migration, music heritage, transdisciplinary collaboration, transindividualism, and professional responsibility. The richness of the perspectives presented will inspire readers to recognise possible arenas for change in their own contexts.
Part1 Introduction.-
1. Introduction: Ecological transitions in and
through music education.-
2. The potentials of ecological thinking for music
education professionalism: A scoping review.- Part
2. Recommunalisation.-
3.
Transformative dialogue in music teacher education: A duoethnographic journey
towards planetary well-being.- 4.Transindividual music education: Music as a
practice of interbeing and its role in evolutionary social change.-
5. Music
making as civic imagination: A journey to Terrapolis.- Part
3. Relocalisation
and Strenghthening Autonomioes.-
6. Strengthened heritage ecology as a means
of sustainable development in and through music education: Case Abaim,
Mauritius.-
7. Counterlabelling as a political act towards sustainability:
Ecological transitions in and through Finnish folk music education.-
8.
Language-aware choir practice for adult immigrants: Paving the way to
transdisciplinary transitions.- Part
4. DEPATRIARCHALISATION,
DE-RACIALISATION, AND DECOLONISATION.-
9. Gender inclusive ecological
transitions in music education: Repoliticising the production of public
spaces for musical heritage.-
10. Educating artists-in-the-world: Disrupting
Higher Music Education pedagogies.-
11. Artful teaching in South Africa:
Ethnomusicology lecturers endurance and strategies during the pandemic.-
Part 5 . RE-EARTHING.-
12. Must we define music as an anthropocentric
endeavour? Toward an eco-centric identity.-
13. Experimenting with
art-science collaboration in higher music education: Toward ecological
musicianship? .-
14. Ecological music education in the making: Insights and
logics in the formation of a German disciplinary discourse.- Part
6.
CONCLUSION.-
15. Countering the great regression: Expanding professional
responsibility in music education.
Albi Odendaal has extensive experience both as a practitioner and researcher of music education. He holds a doctoral degree from the Sibelius Academy of the University of the Arts Helsinki, Finland, one of the leading music universities in Europe. He has been a member of several large international research projects, including Global Visions for Mobilising Networks, ArtsEqual: The Arts as Public Service, and, most recently, Music Education, Professionalism, and Eco-Politics. He regularly publishes in top international journals in music education, and serves on the editorial board of the International Journal of Music Education.
Danielle Shannon Treacy is a researcher and lecturer at the University of the Arts Helsinki, Finland. She holds a doctoral degree in music education and a masters degree in education specialising in development and international cooperation. Her interdisciplinary research focuses on music teacher education and higher arts education, and she has expertise in the ethical and methodological deliberations involved in collaborative cross-cultural and international music education research. Danielle has been co-editor of the journal Nordic Research in Music Education since 2020, and is a researcher in the projects Music education, professionalism, and eco-politics (2021-2025) and Transition pathways towards gender inclusion in the changing musical landscapes of Nepal (2023-2026). She teaches and supervises in the Doctoral School of Music Education, Jazz and Folk Music and the Global Music Programme.
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