Debates in Music Teaching: Debates in Subject Teaching

Philosophical, Sociological and Psychological Foundations  1. What can reflective teachers learn from philosophies of music education? From Personal Philosophy to Critical Cultural Readership  2. Policy and Practice in Music Education: A Sociological Perspective  3. Creativity, Culture and the Practice of Music Education  4. The Justification for Music in the Curriculum: Music Can be Bad for You  5. What is Musical Development and Can Education Make a Difference?  Political Perspectives  6. Music Education and Social Justice: Towards a Radical Political History and Vision  7. The National Curriculum as Manifest Destiny  8. Musical Ideologies, Practices and Pedagogies: Addressing Pupil Alienation through a Praxial Approach to the Music Curriculum  The Pedagogy of Music  9. Integrity and Autonomy for Music in a Creative and Cross-Curriculum  10. Assessment for Self Directed Learning in Music Education  11. Those Who Can – Play; Those Who Can't – Use Music Tech? How Can Teachers Knock Down the Walls Between Music and Music Technology?  12. Musical Knowledge, Critical Conscious and Critical Thinking  13. Music 14-19: Choices, Challenges, and Opportunities  14. Partnerships in Music Education: So - Who is the Teacher?  Professional Development  15. Teachers and Pupils as Researchers: Methods for Researching School Music  16. Professional Development and Music Education

Chris Philpott is Dean of the School of Education and Reader in Music Education, University of Greenwich, UK.
Gary Spruce is Senior Lecturer in Education with responsibility for Music ITT, Open University, UK, and presently co-editor of The British Journal of Music Education.