ABSTRACT
This book has aimed to present the complex questions that are connected and intertwined with music education as a social and political practice; a practice that continues to make some things possible for some, and excludes others and other possibilities at the same time. These questions go beyond ‘best practices’, established methods, and new models that aim to provide solutions for all situations, contexts, countries, and groups of people. Rather, they are questions that have no settled solutions and that require ‘staying with the trouble’. To support the message of the chapters in this book, we invite music educators to recognise, engage, and enact with difficult issues, problems, and paradoxes as part of the continuous effort of democratic experiments by imagining together what would, or could, music education look like if the following statements were the starting point for all thinking and action within the field.
