The Routledge Handbook to Sociology of Music Education is a comprehensive, authoritative and state-of-the-art review of current research in the field. The opening introduction orients the reader to the field, highlights recent developments, and draws together concepts and research methods to be covered. The chapters that follow are written by respected, experienced experts on key issues in their area of specialisation. From separate beginnings in the United States, Europe, and the United Kingdom in the mid-twentieth century, the field of the sociology of music education has and continues to experience rapid and global development. It could be argued that this Handbook marks its coming of age. The Handbook is dedicated to the exclusive and explicit application of sociological constructs and theories to issues such as globalisation, immigration, post-colonialism, inter-generational musicking, socialisation, inclusion, exclusion, hegemony, symbolic violence, and popular culture. Contexts range from formal compulsory schooling to non-formal communal environments to informal music making and listening. The Handbook is aimed at graduate students, researchers and professionals, but will also be a useful text for undergraduate students in music, education, and cultural studies.

part I|145 pages

Post-structuralism, Globalisation, Internationalisation, Post-colonialism

chapter |2 pages


chapter 1|17 pages

Music education and the colonial project

Stumbling toward anti-colonial music education

chapter 3|15 pages

Challenges of the post-colonisation process in Hong Kong Schools

In search of balanced approaches to the learning and teaching of Putonghua songs

chapter 4|13 pages

Habitual play

Body, cultural sacredness, and professional dilemmas in classical musician education

chapter 7|13 pages

In search of a potentially humanising music education

Reflections on practices at two Brazilian universities

chapter 9|17 pages

Socio-cultural background and teacher education in Chile

Understanding the musical repertoires of music teachers of Chile

chapter 10|11 pages

Jump up, wine, and wave

Soca music, social identity, and symbolic boundaries in Grenada, West Indies

part II|160 pages

Capital, Class, Status and Social Reproduction

chapter |2 pages


chapter 13|13 pages

A field divided

How Legitimation Code Theory reveals problems impacting the growth of school music education

chapter 15|13 pages

Doublespeak in higher music education in England

Culture, marketisation, and democracy

chapter 16|15 pages

Multiple hierarchies as change-innovation strategy

Ambivalence as policy framing at the New World Symphony

chapter 17|11 pages

Neoliberalism as political rationality

A call for heretics

chapter 18|17 pages

Mobilising capitals in the creative industries

An investigation of emotional and professional capital in women creatives navigating boundaryless careers

chapter 19|13 pages

Curriculum and assessment in the secondary school in England

The sociology of musical status

chapter 22|13 pages

Countering anomie and alienation

Music education as remix and life-hack

part III|179 pages

Crossing borders – problematising assumptions

chapter |3 pages


chapter 23|13 pages


A view from a geopolitical cauldron

chapter 25|12 pages

Reading Audre Lorde

Black lesbian feminist disidentifications in canonical sociology of music education

chapter 27|16 pages


Creativity and ‘the contemporary’ in music education – a sociological view

chapter 29|12 pages

From parallel musical identities to cultural omnivorousness and back

Strategies and functions of multi-layered musical conduct

chapter 30|14 pages

Hunka, hunka burning love

Vernacular music education

chapter 31|11 pages

Challenges in music and inclusive education

Diversity, musical canon and trialectic contract

chapter 32|13 pages

Collaborative video logs

Virtual communities of practice and aliveness in the music classroom

chapter 34|12 pages

The creative youth club

Double features of organic music education in a post-industrial city

chapter 35|11 pages

Intergenerational transmission of music listenership values in five US families

Music listening guidelines and sociolinguistic analysis