ABSTRACT
This chapter investigates music teaching and learning within culturally diverse school communities and examines the ways sociocultural perspectives can inform and strengthen pedagogical practices in music education. Increasingly, a sociocultural awareness that is evidenced by culturally informed, responsive, and inclusive pedagogical practices are considered essential for the creation of optimal learning environments. Diversity is seen as a source of enrichment for all. Drawing on research carried out in Aotearoa/New Zealand, Australia, and North America, this chapter will discuss the following key questions: What are the barriers and opportunities for culturally responsive and inclusive music education? How can music teachers embed and enact culturally inclusive values? How can they weave together diverse ways of knowing, feeling, and behaving to create rich programmes that are responsive to the diverse ways that people make music locally and globally?
