ABSTRACT
In the opening chapter, Nasim Niknafs considers the ways in which the self-congratulatory benevolence of inclusive music education policy and practices risk dehumanising and excluding immigrant students and teachers, obligating them to express gratitude for the opportunities bestowed upon them. Understanding the politics of recognition as entwined with processes of exclusion in music education contexts, Niknafs calls for critical attention to be paid to the quality of recognition afforded to individuals as part of enacting inclusive ideals and developing a sense of moral-obligation and empathy in re-kindling the joy of music for all.
