Understandings of Inclusivity in Music Education: A Comparative Policy Study of Luxembourg and Japan
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| Title: | Understandings of Inclusivity in Music Education: A Comparative Policy Study of Luxembourg and Japan |
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| Language: | English |
| Authors: | Miwa Chiba, David G. Hebert |
| Source: | Music Education Research. 2025 27(1):37-53. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Foreign Countries, Music Education, Comparative Education, Diversity Equity and Inclusion, Global Approach, Cultural Influences, Curriculum Evaluation, Educational Policy, Access to Education, Music Teachers, Elementary Secondary Education, Teacher Attitudes |
| Geographic Terms: | Japan, Luxembourg |
| DOI: | 10.1080/14613808.2024.2434839 |
| ISSN: | 1461-3808 1469-9893 |
| Abstract: | Educational policies tend to be shaped by the interaction of sociohistorical contexts with global forces, for which the issues of diversity and inclusion in music education are particularly complex. This study examines how inclusivity is conceptualised in the field of music education in both Luxembourg and Japan. Reviewing the historical construction and distinctive characteristics of national music education systems, we analyse how the notion of inclusive music education is understoood, and identify current opportunities and obstacles towards full inclusion of diverse students. The study applies the analytical frameworks of (i) global influences and isomorphism, (ii) "historical" institutionalism, and (iii) Göransson and Nilholm's typology of inclusive education. Based on analyses of curricula and policies, and interviews with (music) teachers in schools and organisations, we determined that unequal access to music education remains, and standardised approaches often hinder participation of diverse students while cross-sector partnerships offer new opportunities for inclusion. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1465901 |
| Database: | ERIC |
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