ABSTRACT
This chapter traces the progression of approaches to diversifying the content and curriculum of music education from the inclusion of songs from ‘other lands’ in the 1970s to present day calls to decolonise the music curriculum. The influences of ethnomusicology and critical pedagogy are explained and how they have contributed to addressing diversity. World music pedagogy is a particular approach that has been designed to introduce children to a wide range of musical cultures. It weaves together active listening, musical participation, performance and creative musical experiences.
