Music Education in South Asia: Context and Practice weaves together a powerful collection of stories and insights from music educators, scholars, and practitioners across the region. Despite its rich musical heritage, research and writing focused on music education and music in education across South Asia is sparse and lacks the authenticity of unique voices from the various countries that make up this region. This is the first book-length publication that aims to address the gap in literature specific to South Asian music education in formal and non-formal settings. Perspectives include the historical, pedagogical, sociological, musicological, reflexive, critical and ideological.
This book weaves together a powerful collection of stories and insights from music educators, scholars, and practitioners across the region.
Foreword, Preface, Acknowledgements,
Chapter 1: Framing, Positioning,
Locating Music Education in South Asia,
Chapter 2: Illuminating Indian Music
Education in the Shadow of Colonialism,
Part I Institutional Settings, Initiatives,
Chapter 3: Music Education in
Public Schools in Sindh, Pakistan: Context and Critique,
Chapter 4: The
Impact of Post-Colonialism on Music Education in Pakistan,
Chapter 5:
Challenges in the Pedagogy of North Indian Ragadhari Music within the Sri
Lankan School Educational Framework,
Chapter 6: From Hindustani to Classical
Western Vocal Paradigm: Bi-musical Challenges of Indian Classical Vocalists,
Chapter 7: The Place of Sangt Vishrad in the Sphere of Sri Lankan Music
Education,
Chapter 8: Recovering the neglected: Nurturing an agenda of music
for all children in India,
Chapter 9: Transforming music education in Indian
schools Evolution and challenges of the SaPa in Schools program,
Chapter
10: Early Childhood Music in India: Policy and Practice,
Chapter 11: The
Rhapsody Story: Music as a Learning Enabler in Semi-Urban and Rural South
India,
Part II In and with Community,
Chapter 12: Soul of Serendib: An Exploration
and Revival of Islamic Music in the Muslim Community of Sri Lanka,
Chapter
13: Crafting Choral Phenomenon and Choral Music Education in India,
Chapter
14: Lullaby, Stranger: An immersive choir and theatre performance in Mumbai,
Chapter 15: Music for Change,
Chapter 16: Music and Education: Community
Approaches in Grassroots Nepal,
Chapter 17: Gender and music education in
Nepali cultural ecosystems: Public pedagogy towards social and cultural
sustainability,
Chapter 18: Non-consumerism, Meditation, and Wellbeing: Music
Education in Baul Communities in Bangladesh,
Chapter 19: Harmonies of
Liberation: Exploring the Power of Music in Afghanistan,
Afterword
Epilogue
André de Quadros is a professor of music in the Music Education Department at Boston University, where he holds affiliations in African, African American, American and New England, Asian, Jewish, and Muslim studies, at the Center for Forced Displacement, and prison education.
Music educator, singer, vocal coach, and conductor, Sandra Oberoi, founded Harmony The Music School in Bangalore in 2008. Director of Harmony International, UK, and conductor of the award-winning youth choir, The Harmony Chorus, she actively facilitates purposeful music programs for young people besides championing professional development opportunities for music teachers. A researcher at University College London (UCL) Institute of Education, Sandra earned a masters degree at Northwestern University, USA. Since 2014, she has been involved in the International Society for Music Education (ISME)s activities in the South Asia region. She served on ISMEs Executive Board, 2022-2024, as Board Member-at-large, 2020-2022 and is Chair of the Advocacy Standing Committee.
