This important book offers an ontology of inclusive practice in music education and community music, addressing the question of how inclusive pedagogy functions. It provides a detailed exploration of the fundamental principles underlying inclusive pedagogy in music and a thoroughly educational framework for inclusive practice.
Drawing on 20 years of research into the relationship between pedagogy and inclusion across music education, teacher education, and community music, the book introduces a mechanism to view and understand both exclusionary and inclusive practices. It unpicks issues related to who can teach music, what music as a subject is, and the impact of the excellence agenda on music education. Readers are introduced to a set of principles of inclusive pedagogy that underpin practice and are invited to consider how these principles might work for them. Enriched with stories from her own educational practice, Henley confronts assumptions and fixed viewpoints, interrogating these through a research base that brings together studies exploring Primary schools and class teachers, community music projects, adult musical learning, Higher Education, and music in prisons to draw out her own growth through enacting inclusive pedagogy.
Solidly grounded in practice and research, Inclusive Pedagogy in Music Education enriches the conversation around inclusive practice in music pedagogy for researchers and students in music education, curricular leaders, and working music educators and allows those already working with an inclusive framework to reinvigorate their practice.