ABSTRACT
In many fields, internationalisation is seen as a positive development, supporting the formation of a global community and thereby improving theory, research, and practice. Even though internationalisation has its challenges, as studies in higher education indicate, there has rarely been a critical discussion in respective areas, including music education. This book chapter critically analyses internationalisation in music education from a sociological perspective, particularly addressing issues of power and hegemony. It argues for a culturally sensitive internationalisation of music education. The sociological concept of community is thereby a guiding idea for the formation of a united, yet diverse global music education community.
