Frank Abrahams is Professor of Music Education at Westminster Choir College of Rider University in Princeton, NJ. A native of Philadelphia, he holds degrees from Temple University and New England Conservatory. He has pioneered the development of a critical pedagogy for music education and has presented research papers and taught classes in the United States, China, Brazil, Taiwan, Hungary, Israel, Italy, Croatia, and the United Kingdom. He Senior Editor of Visions of Research in Music Education, and has been a member of the editorial board of the Music Educators Journal. With Paul Head, he is co-author of Case Studies in Music Education, Teaching Music through Performance in Middle School Choir and The Oxford Handbook of Choral Pedagogy. With Ryan John, he is co-author of Planning Instruction in Music and Becoming Musical.
Kenneth Aigen is Associate Professor in Music Therapy at New York University. He has lectured internationally and authored numerous publications on Nordoff-Robbins music therapy, qualitative research, and music-centered music therapy. He is president of the Nordoff-Robbins Music Therapy Foundation and a Trustee of Nordoff-Robbins International. He is a past-president of the American Association for Music Therapy, a recipient of the Research and Publications Award from the American Music Therapy Association, and was the scientific committee chairman for the Ninth World Congress of Music Therapy. Honors include the Research and Publications Award from the American Music Therapy Association and the Lindback Award for Distinguished Teaching from Temple University. His most recent book is The Study of Music Therapy: Core Issues and Concepts. His current research focuses on the everyday uses of music by adults on the autism spectrum.
Julie Ballantyne is Associate Professor in Music Education at The University of Queensland, Australia. An elected commissioner and chair (2017-2018) of the Music In Schools and Teacher Education Commission of the International Society of Music Education, her research, teaching and other interests intersect around music teacher education, social justice in teacher education and teacher identities. Ballantyne's recent project www.musicteachersproject.com
utilized her experience in establishing online communities of practice to solve professional problems found in the field, and her work consistently aims to bridge gaps between universities and classrooms for music teachers. She has, in recent years, been awarded prizes and fellowships recognizing her efforts in designing quality learning in higher education. Having published over 40 refereed articles, book chapters and conference papers, Julie remains inspired to do more in the area, with the hope of effecting change for the greater good.
Adam Patrick Bell is Assistant Professor of Music Education in the School of Creative and Performing Arts at the University of Calgary, Canada. He is the author of Dawn of the DAW: The Studio as Musical Instrument (2018), and has written several peer-reviewed articles and chapters on the topics of music technology in music education, and disability in music education. Prior to his career in higher education, Bell worked as a kindergarten teacher, elementary music teacher, and support worker for adolescents with disabilities.
Steven Bingham is the music director at Santa Fe College in Gainesville, Florida. Bingham's duties include teaching music fundamentals, music appreciation, both on site and online, and directing three jazz ensembles- a big band, and two jazz combos. His current international project is assisting in developing an inclusive community music program at the Notre Maison Orphanage in Port au Prince, Haiti. He has worked in the field of jazz inclusion for local K-12 and Santa Fe College based programs for students with disabilities most recently in his rhythm and blues ensemble. Bingham has published extensively in the area of community music inclusion through his presentations at International Society for Music Education conferences in China, Greece, Brazil and Scotland.
John A. Carpente is Associate Professor of Music Therapy at Molloy College, founder & executive director of the Rebecca Center for Music Therapy and founding director of the Center for Autism and Child Development at Molloy. He has 20 years of clinical and supervisory experience working in a variety of clinical settings serving children, adolescents, and adults with neurodevelopmental disorders. He is a founding member of the International Music Therapy Assessment Consortium and the creator of the Developmental Relationship-based Music Therapy model. In addition, he authored the internationally utilized assessment tool, Individual Music-Centered Assessment Profile for Neurodevelopmental Disorders (IMCAP-ND). Dr. Carpente has published numerous book chapters and articles on improvisational music therapy with children with autism spectrum disorder. He has presented his work domestically and internationally, and is frequently invited to guest lecture at various universities in the US, Europe, and South America.
Jian-Jun Chen-Edmund is Assistant Professor of Music Education at the University of Minnesota Duluth. She teaches applied piano, graduate and undergraduate music education courses. She received her PhD in music education and served as Adjunct Assistant Professor at the University of Florida. In 2007, she earned the Outstanding Academic Achievement Award from the UF International Center. Dr. Chen-Edmund earned her Master of Arts degree in music and music education at Teachers College, Columbia University and a bachelor degree in music performance at Fu Jen University in Taipei, Taiwan. She holds Orff Schulwerk and Kodály certifications. Dr. Chen-Edmund has presented research and conducted workshops regionally, nationally, and internationally. Her research areas of interest include Taiwanese indigenous folk music, connections between music instruction and language development, teacher education, and assessment in music education.
Donald DeVito is a music and special education teacher at the Sidney Lanier Center School in Gainesville, Florida. He was the 2011 National Council for Exceptional Children Teacher of the Year (special education) and 2014-16 International Society for Music Education board member with has members in over 100 countries. DeVito publishes extensively and presents internationally on networking universities, schools, and community-based music programs for the benefit of children with special needs throughout the world. He is developing a music and special education program at the Notre Maison Orphanage for children with disabilities in Haiti and recently edited the 1st Educational Publication of the Haitian Teachers Association. Upcoming publications include chapters on music and special education in the Handbook of Arts Education and Special Education, The Oxford Handbook of Technology and Music Education and the Oxford Handbook of Philosophical and Qualitative Assessment in Music Education.
David Edmund is Assistant Professor and Chair of Music Education at the University of Minnesota Duluth. His research interests include pedagogy of musical creativity, music for exceptional learners, and music teacher artistry. He possesses certifications in the Orff Schülwerk and Kodály approaches. Prior to his time at UMD, Edmund served on the faculty at the University of Florida, where he earned the PhD in music education. Edmund has presented research in East Asia, Europe, South America, and throughout the United States. He taught general music, choir, and beginning band for ten years in Florida elementary schools. Edmund earned the Master of Music Education degree with Jazz Studies emphasis at the University of North Texas, where he performed in the One o' Clock lab band and directed the Six o' Clock. Dr. Edmund has toured and recorded with chamber winds, jazz, reggae, soul, pop, and rock ensembles.
David J. Elliott is Professor at New York University. Prior to joining NYU, he taught at the University of Toronto for 28 years. He is co-author of Music Matters: A Philosophy of Music Education, 2nd ed. (2015), author of Music Matters: A New Philosophy of Music Education (1995), editor of Praxial Music Education: Reflections and Dialogues (2005/2009), and co-editor of Artistic Citizenship: Artistry, Social Responsibility, and Ethical Praxis (2016). He has given over 300 papers and lectures in 44 countries, and is an award-winning composer/arranger (Boosey & Hawkes/Hal Leonard).
Martin Fautley is Director of Research in the School of Education and Social Work at Birmingham City University in the UK. He was a classroom music teacher for many years. His main area of research is assessment in music education, but he also investigates understandings of musical learning and progression. He is the author of eight books, including "Assessment in Music Education", published by Oxford University Press, and has written and published over fifty journal articles, book chapters, and academic research papers. He is co-editor of the British Journal of Music Education.
John Finney taught music in secondary schools in Southall, Worcester and Basingstoke, England before higher degree study at Reading University and joining the Music Department of Homerton College, Cambridge in 1992. In 2001 the College was assimilated into the University of Cambridge, Faculty of Education where John continued to prepare music graduates for secondary school music teaching as well as supervising higher degree study. In the role of teacher trainer John created a sustainable model of partnership working with music teachers throughout East Anglia. He retired in 2011. His research has focused on the analysis of classroom practice in relation to public policy with particular attention to curriculum rationales, pedagogical innovation and change, and the problems of assessment. In addition to the frequent publication of articles accessible to classroom music teachers evaluating and critiquing public policy, his major publications include Rebuilding Engagement through the Arts: Responding to Disaffected Students (with Hickman, R.; Morrison, M; Nicholl, B. and Rudduck, J.), Masterclass in Music Education: Transforming Teaching and Learning (with Laurence, F.) and Music Education in England 1950-2010: The Child-centered Progressive Tradition, a critical commentary on ideas and practices that have evolved during the second half of the 20th century in England. From here his interest has focused on the possibility of developing an ethical approach to music education found at the heart of the relationship between pupil, teacher and what is being learnt, constructing relational knowledge and a music education with "human interest." John writes a weekly blog Music Education Now at jfin107.wordpress
Juniper Hill is an ethnomusicologist with interests in music education and performance practice studies. A recipient of an Alexander von Humboldt, a Marie Curie, and two Fulbright Fellowships, she is Professor and Chair in Ethnomusicology at the Julius Maximilian University of Würzburg. Her specializations include improvisation, creativity, pedagogy, revival, and intercultural exchange, on which topics she has conducted fieldwork in Finland, South Africa, the USA, and Ecuador. Her books include The Oxford Handbook of Music Revival (2014) and Becoming Creative: Insights from Musicians in a Diverse World (2018).
Beatriz Ilari is Assistant Professor of Music Education at the University of Southern California (USC). Prior to her appointment at USC, she worked as Associate Professor of Music Education at the Federal University of Paraná in Brazil (2003-2010), and as the Lozano Long Visiting Associate Professor of Latin American Studies at the University of Texas in Austin. Her main research interests lie in the intersection between music, childhood, cognition, and culture. She is currently a research fellow at USC's Brain and Creativity Institute and a co-investigator on the Advancing Interdisciplinary Research in Singing initiative. She is currently on the editorial boards of the Journal of Research in Music Education, Music and Science, Psychology of Music, Musicae Scientiae, and Research Studies in Music Education, and the editor of Perspectives: Journal of the Early Childhood Music and Movement Association.
Jillian Hogan is a PhD student in Developmental Psychology in the Arts & Mind Lab at Boston College. She holds an M.M. in Music Education and a B.M. in Clarinet Performance from Boston Conservatory and has additional training in Montessori and Orff-Schulwerk approaches. In her research, she uses mixed methods to investigate what we learn through arts education and how those findings align with public perceptions. Her primary interest is the teaching and learning of habits of mind in visual art and music education, which is informed by teaching for six years in schools that specialize in gifted, inclusion, and autism spectrum disorder populations. She is an author of the book Studio Thinking for Elementary Schools (forthcoming 2018). www.jillhoganinboston.com
Geir Johansen is Professor Emeritus of Music Education and music didactics at the Norwegian Academy of Music in Oslo, Norway, holding a PhD in music education. He has contributed widely at international conferences and in international research journals. His research interests include all sides of the sociology of music education, philosophical as well as empirical. Within this scope, his research interests are directed towards subject areas such as curriculum implementation, educational quality, identity, professions and professionalism, talent education, hidden curricula, and conservatoires in society. He teaches and supervises on the Master's and PhD level, and he frequently serves as a PhD defence opponent in Norway as well as abroad. Johansen is co-editor of the upcoming Routledge handbook on the Sociology of Music Education.
Kathryn Jourdan is a performer, teacher and researcher based in Edinburgh, Scotland. She free-lances as a viola player with the Scottish Chamber Orchestra and teaches academic music, viola and chamber music in the specialist setting of St Mary's Music School. In 2015, she completed a PhD in the field of the Philosophy of Music Education, "Through the lens of Levinas: An ethnographically-informed case study of pupils," supervised by John Finney in the Faculty of Education, Cambridge University. She is a member of the editorial boards of both the British and International Journals of Music Education, and continues to present and publish academic research. She is a board member of Sistema Scotland. She studied Music at Clare College, Cambridge, completing postgraduate studies in viola and chamber music at the Royal Northern College of Music with Simon Rowland Jones and Chris Rowland, where she was awarded the Bach and Leonard Hirsch prizes for solo and quartet performance. After five formative years in the city of Birmingham Symphony Orchestra, under Simon Rattle's leadership, she played for three years in a London-based string quartet, training and then practicing in the meantime as a secondary music teacher back in Cambridge, inspired by the outreach and education work in inner city Birmingham in which she had taken part as a member of CBSO.
Alexis Anja Kallio is a postdoctoral research fellow in music education at the Sibelius Academy, University of the Arts Helsinki, Finland. Her research interests include music education for social justice, reflexive approaches to teaching, learning, and research, as well as pedagogical ethics in diverse education contexts.
Sidsel Karlsen is Professor of Music Education and General Education at Inland Norway University of Applied Sciences, and docent at the Sibelius Academy, University of the Arts Helsinki, Finland. She has published widely in international research journals and is a frequent contributor to international anthologies and handbooks. Her research interests include cultural diversity in music education, the interplay between formal and informal arenas for music learning, and the social and cultural significance of music festivals. Currently, she is one of two PIs of the research project Global visions through mobilizing networks: Co-developing intercultural music teacher education in Finland, Israel and Nepal (funded by the Academy of Finland 2015-2019). She is also project manager of The social dynamics of musical upbringing and schooling in the Norwegian welfare state (funded by the Research Council of Norway 2018-2022).
Alexandra Kertz-Welzel is Professor and Department Chair of Music Education at Ludwig Maximilian University in Munich (Germany). She obtained her PhD in musicology from Saarland University in Saarbruecken (Germany), as well as master's degrees in music education, German studies, philosophy, piano, and harpsichord. From 2002-5, she was visiting scholar and lecturer in music education at the University of Washington in Seattle, WA (USA). With research interests in international music education, philosophy of music education, music education policy, community music, and children's musical cultures, she has regularly presented at national and international conferences. She is author and editor of several books and a frequent contributor to leading journals in music education. Her new book, "Globalizing music education: a framework," will be published in spring 2018 by Indiana University Press. She is currently chair of the International Society for the Philosophy of Music Education and co-chair of the ISME Commission on Policy.
John Kratus is currently retired and living in Florida. He is Professor Emeritus from Michigan State University, where he was chair of music education. He has presented his ideas at conferences in Ireland, Scotland, the United Kingdom, Sweden, Germany, Austria, Greece, Egypt, Japan, China, Indonesia, Canada, and the United States. In 2004, Kratus was contracted by the U.S. Department of Defense to provide in-service education to the music teachers working in schools on military bases around the world. He was a keynote speaker at the CMS/NASM conference on "Music in General Studies" in 2007 and at the CMS Summit on 21st-century music school design in 2016. His articles have appeared in most of the world's major music education journals. Kratus has served as chair of the Special Research Interest Groups in Creativity, Philosophy, and Popular Music Education, and he is currently on the editorial boards of the International Journal of Music Education and the Journal of Popular Music Education.
Janice Krum has taught Kindergarten-5th grade general music for 13 years in the Michigan Public School system, most recently taught in Northville Public Schools. She previously taught in Lake City Area Schools. Janice holds both Bachelor's and Master's degree in music education from Michigan State University. Her particular interests are in early childhood music and the development of audiation in children.
Roger Mantie is Associate Professor at University of Toronto at Scarborough. His teaching and scholarship, informed by his fourteen years as a school music educator in Manitoba, emphasizes connections between schooling and society, with a focus on lifelong engagement in and with music and the arts. He is on the editorial boards of Bulletin of the Council for Research in Music Education, Action, Criticism, and Theory for Music Education, International Journal of Community Music, Journal of Popular Music Education, and the Canadian Music Educator, and is co-editor of the Oxford Handbook of Music Making and Leisure (2016) and the Oxford Handbook of Technology and Music Education (2017). For more, visit rogermantie.com
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Gary E. McPherson studied music education at the Sydney Conservatorium of Music, before completing a master of music education at Indiana University, a doctorate of philosophy at the University of Sydney and a Licentiate and Fellowship in trumpet performance through Trinity College, London. He is the Ormond Professor and Director of the Melbourne Conservatorium of Music and has served as National President of the Australian Society for Music Education and President of the International Society for Music Education. His research interests are broad and his approach interdisciplinary. His most important research examines the acquisition and development of musical competence, and motivation to engage and participate in music from novice to expert levels. With a particular interest in the acquisition of visual, aural and creative performance skills he has attempted to understand more precisely how music students become sufficiently motivated and self-regulated to achieve at the highest level.
Nasim Niknafs, the recipient of the Connaught New Researcher Award, Faculty Mobility Grant, and OMEA's Agha Khan Initiative, is an Assistant Professor of Music Education at the Faculty of Music, University of Toronto. Nasim's interdisciplinary research engages with equity and politics of contemporary music education, cultural studies, popular music education, and anarchism and activism in music education. Her selected publications have appeared in academic journals and books such as Action, Criticism, & Theory for Music Education, Music Education Research, Bulletin of the Council for Research in Music Education, The Ashgate Research Companion to Popular Music Education, and Punk Pedagogies. At the university level, Nasim has taught courses such as Politics of Sound and Music Making, Multimodal Approaches to Music Teaching and Learning, Cultural Perspectives in Music Education, and Advanced Topics in Research in Music Education. Nasim holds degrees from Northwestern University, New York University, Kingston University, London, and University of Art, Tehran.
Bryan Powell is the Director of Higher Education for Little Kids Rock, and the Interim Director of Amp Up NYC, a partnership between Little Kids Rock and Berklee College of Music. Powell is the founding principal co-editor of Journal of Popular Music Education, a peer-reviewed academic journal published by Intellect Ltd. Additionally, Powell is the Executive Director of the Association for Popular Music Education, an organization dedicated to promoting and advancing popular music at all levels of education. He currently serves as the Chair-elect for the newly formed NAfME Popular Music Education SRIG and is the first-ever International Affiliate for Musical Futures.
Andrew Reid is a Curriculum Manager in Queensland, Australia. He has many years' experience in significant educational change including development, implementation and assessment of curriculum and educational programs from preparatory years to the senior years of secondary education. He is immediate past president of The Australian Society for Music Education (ASME) Queensland Chapter, and was co-convener of the 2011 ASME National Conference Making Sound Waves: Diversity, Unity, Equity. He is regularly engaged as an advisor for Music and Arts curriculum and assessment initiatives, including advisory panelist for the development of The Australian Curriculum: The Arts - Music. He has developed and presented curriculum and assessment professional capacity building in primary, secondary and tertiary settings. Reid's broadening educational management portfolio includes large-scale curriculum change in primary and secondary education at the system level. Andrew is passionate about ensuring every child has access to quality curriculum, teaching and learning.
Lauren Kapalka Richerme is Assistant Professor of Music Education at Indiana University where she teaches undergraduate and graduate courses on music education foundations, philosophy, and sociology. Her research interests include poststructuralist philosophy and education policy, and her work has been published in the Journal of Research in Music Education, Bulletin of the Council for Research in Music Education, Philosophy of Music Education Review, International Journal of Music Education, Music Education Research, Arts Education Policy Review, Journal of Music Teacher Education, Music Educators Journal, and Action, Criticism, and Theory for Music Education. Her book Complicating, Considering, and Connecting Music Education, in which she proposes a Deleuzian-inspired philosophy of music education, will be available through Indiana University Press. Prior to her university teaching, she taught high school and middle school band and general music in Massachusetts. She holds degrees from the University of Massachusetts Amherst, Harvard University, and Arizona State University.
Karen Salvador is Associate Professor of Music Education at the University of Michigan-Flint, where she coordinates the music teacher's certificate program. Previously, she taught elementary general music and choir in Michigan and New Zealand, and she currently teaches early childhood music at the UM-Flint Early Childhood Development Center. Her research pertains to equity and inclusion in music education, examining the intersections of policy, instructional practices, and music teacher education. Her research appears in journals including the Journal of Research in Music Education, Arts Education Policy Review, the Bulletin of the Council for Research in Music Education, Journal of Music Teacher Education, Update: Applications of Research in Music Education, and Music Educators Journal. She is a past facilitator of the Society for Music Teacher Education's Area for Strategic Planning and Action on Cultural Diversity and Social Justice, and serves as the current President of the Michigan Music Education Association.
Iman Bikram Shah is Principal of the Nepal Music Center, Kathmandu. His work in recent years, also as a team member of the Curriculum Development Center and the National Center for Education Development (NCED), has focused on introducing music education programs in Nepal and developing Nepal's first music teacher education.
Megan M. Sheridan is Assistant Professor of Music Education at the University of Florida, where she teaches courses in undergraduate and graduate music education. She has taught elementary general music in public and private schools. Dr. Sheridan is Kodály certified and currently serves as chair of the National Conference Choir Committee for the Organization of American Kodály Educators. Additionally, she has completed Orff Schulwerk Level I training. Her research interests include pedagogical practices in elementary general music, children's vocal development, music for children with special needs, and qualitative research methods. She frequently presents her research and gives workshops at schools and conferences in the United States and abroad.
Marissa Silverman is Associate Professor at the John J. Cali School of Music, Montclair State University, NJ. A Fulbright Scholar, her research agenda focuses on dimensions of music philosophy, artistic interpretation, community music, and interdisciplinary curriculum development. Dr. Silverman is author of Gregory Haimovsky: A Pianist's Odyssey to Freedom and co-author of the 2nd edition of Music Matters: A Philosophy of Music Education. She is co-editor of Community Music Today (Rowman & Littlefield) and Artistic Citizenship: Artistry, Social Responsibility, and Ethical Praxis.
Gareth Dylan Smith is the Manager of Program Effectiveness at Little Kids Rock, and President of the Association for Popular Music Education. He is founding co-editor of the Journal of Popular Music Education, lead editor of the Routledge Research Companion to Popular Music Education (2017) and Punk Pedagogies in Practice (2017), co-editor, with Roger Mantie, of The Oxford Handbook of Music Making and Leisure (2016), and co-author, with Hildegard Froehlich, of Sociology for Music Teachers: Practical Applications, second edition (2017). His research interests include drumming and drummers, popular music, identity, eudaimonism, autoethnographic research methods and embodiment in performance. He plays drums with V1, Oh Standfast, the Eruptörs and Stephen Wheel.
Johan Söderman is a Senior Lecturer in child and youth studies at the University of Gothenburg, and holds a position as reader in music education at Lund University. Söderman was previously a visiting scholar at Teachers College, Columbia University and is currently a Board Member of the Swedish Council for Popular Adult Education. Söderman's research interests regard community music, social mobilization/social movements, non-formal/informal learning and popular adult education within the fields of cultural studies and music studies. Söderman has published articles for journals such as Music Education Research, British Journal of Music Education, Finnish Journal of Music Education, and International Journal of Community Music. He has also published several books such as Hip Hop Within and Without the Academy (with co-author Karen Snell) and Bourdieu and Sociology of Music Education (with co-authors Pamela Burnard and Ylva Trulsson-Hofvander).
Andrea Schiavio is currently Postdoctoral Researcher at The Centre for Systematic Musicology of The University of Graz, Austria, and Honorary Research Fellow at Department of Music of the University of Sheffield, UK, from which he received his Ph.D in 2014. After his doctoral studies he served as Postdoctoral Researcher at the Cognitive and Systematic Musicology Lab of the Ohio State University, USA, and at the Department of Psychology of Bo?aziçi University Istanbul, Turkey. In 2017 he lectured at The University of Music and Performing Arts Graz, Austria. His work combines empirical and theoretical research at the crossroads of music psychology, cognitive (neuro)science, and philosophy of mind. In his writings he defends a '4E' approach to music cognition - one that conceives of music as an Embodied, Embedded, Extended, and Enactive phenomenon.
Janelize van der Merwe received B.Mus and M.Mus degrees from the Northwest University School of Music in Potchefstroom, South Africa. She is currently a Lecturer in Music Education at Northwest University and a Doctoral Fellow in Music Education at New York University. She teaches music education and community music courses at undergraduate and graduate levels at NWU. She is also an active community musician and manager of the Musikhane Community Music Engagement Programme. Musikhane provides students at the Northwest University School of Music with unique, critical-service learning opportunities. Students engage with various sectors of the community, including vulnerable children, the elderly, and school teachers through participation in Musikhane. Her research interests focus on ethical considerations in music education and community music, particularly informed by an ethic of care.
Dylan van der Schyff is a Postdoctoral Research Fellow in the Faculty of Music at the University of Oxford. His scholarship draws on recent developments in embodied cognitive science to explore questions related to how and why music is meaningful for human beings - a special focus is given to developing possibilities for thought and action in practical areas such as performance and music education. His published work appears in journals that cover a broad spectrum of fields in the sciences and humanities including, Frontiers in Neuroscience; Phenomenology and Practice; Psychomusicology: Music Mind and Brain; Phenomenology and the Cognitive Sciences; Frontiers in Psychology; Action, Criticism, and Theory for Music Education; and Interference: A Journal of Audio Culture. Van der Schyff is also an experienced music educator and performer, appearing on well over 100 recordings that span the fields of jazz, free improvisation, experimental, and 'new music'.
Brent C. Talbot is Associate Professor and Coordinator of Music Education at the Sunderman Conservatory of Music at Gettysburg College. He is also artistic director of the Gettysburg Children's Choir and the founding director of Gamelan Gita Semara. His teaching and scholarship, informed by his many travels as well as his experiences as a school music educator, examines power, discourse, and issues of social justice in varied settings for music learning around the globe. He is the editor of Marginalized Voices in Music Education (2018), and author of Gending Raré: Children's Songs and Games from Bali (2017) and Finding A Way (2012). Brent serves on the editorial board of the Bulletin of the Council for Research in Music Education and is the associate editor of Action, Criticism and Theory for Music Education. For more go to www.brentctalbot.com
Vilma Timonen is a Lecturer in Folk Music and doctoral researcher in the music education department at the Sibelius Academy, University of the Arts Helsinki, Finland. Vilma's collaborative action research, involving music educators in Nepal and Finland, focuses on envisioning future music teacher education through intercultural learning.
Danielle Shannon Treacy is a doctoral researcher in the music education department at the Sibelius Academy, University of the Arts Helsinki, Finland. Her work focuses on collaborative learning, and the ethical and methodological deliberations that are involved in intercultural music teacher education policy, practice, and research.
Lauri Väkevä is Vice Rector of Research and Doctoral Education at University of the Arts Helsinki and Professor in Music Education at Sibelius Academy of University of Arts Helsinki. A co-author of three books, he has also published book chapters and articles in peer-reviewed journals, as well as presented numerous papers in international conferences in the fields of music education, musicology, music history, and popular music studies.
Lise Vaugeois, PhD, lives in Thunder Bay, Ontario where she works as a musician, composer, scholar and activist. She is concerned with the development of pedagogical spaces in which educators and students can explore social, political and philosophical issues together with questions of public meaning-making, community development and social and material change. She teaches professional year and graduate courses at the Faculty of Education, Lakehead University.
Hakim Mohandas Amani Williams, a native of Trinidad and Tobago, is an Associate Professor of Africana Studies at Gettysburg College, where he is also the Director of Peace and Justice Studies and an affiliate of the Education, Globalization Studies, and Public Policy departments. He received his doctorate in international educational development and peace education from Teachers College, Columbia University. He is an Associate Editor of Anthropology and Education Quarterly. His research and teaching interests are school violence, educational inequity, mediation, negotiation and conflict resolution, education for social change, postcolonialism, masculinities, human rights, and restorative justice. He was a Visiting Scholar at the Advanced Consortium for Cooperation, Conflict and Complexity at the Earth Institute, and is one of the recipients of the inaugural Emerging Scholar Award from the African Diaspora Special Interest Group of the Comparative and International Education Society.
Ellen Winner is Professor and Chair of Psychology at Boston College and Senior Research Associate at Project Zero, Harvard Graduate School of Education. She directs the Arts and Mind Lab, which focuses on cognition in the arts in typical and gifted children as well as adults. She is the author of over 100 articles and three books--Invented Worlds: The Psychology of the Arts(1982), The Point of Words: Children's Understanding of Metaphor and Irony (1988), and Gifted Children: Myths and Realities (1996)-and co-author of Studio Thinking: The Real Benefits of Visual Arts Education (2007) and Studio Thinking 2: The Real Benefits of Visual Arts Education (2013). Soon to appear: Studio Thinking for Elementary Schools and How Art Really Works. She received the Rudolf Arnheim Award for Outstanding Research by a Senior Scholar in Psychology and the Arts from APA Division 10 in 2000.
