The field of Aural-Skills Pedagogy, however, has grown significantly in those 20 years. Lines of research suggested in Karpinski’s book have been further developed, and new lines of research have arisen. It seems like it is time for another overview of where the field stands in relation to the practice of ear training before, in, and beyond higher education. As the final drafts of the individual chapters were coming in, two significant events began to have a dramatic effect on the work for this volume. First, Philip Ewell gave a plenary address at the Society for Music Theory National Conference in Columbus, Ohio, in which he asked practitioners of music theory to become aware of and expand beyond the field’s traditional white racial frame. A quick reading of the table of contents shows a tremendous breadth of topics to be found within. For example, modern interpretations of long-established methodologies are described in Jack Stevenson’s and Robin Harrison’s chapters.