ABSTRACT
In this introductory chapter, the editors, Ailbhe Kenny and Catharina Christophersen, map the field of musician–teacher collaboration. Despite the dominant perception that musicians have much to offer educational settings, research shows that tensions often arise around remits and responsibilities in such collaborations. The authors call for a concept of collaboration that does not dichotomize musicians and teachers and that allows for recognizing both musicians’ and teachers’ perspectives and contributions.
