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Why ‘Ideology’ is Still Relevant for Critical Thinking in Music Education
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  • 2019Class, Control, and Classical Music248 cited
  • 2013Positive musical experiences in education: music as a social praxis56 cited
  • 2021Rethinking Music Education and Social Change48 cited
  • 2016Educational Policy Reforms and the Politics of Music Teacher Education45 cited
  • 2015Musics of ‘The Other’: Creating musical identities and overcoming cultural boundaries in Australian music education38 cited
  • 2021Classical music as genre: Hierarchies of value within freelance classical musicians’ discourses35 cited
  • 2013Critical Thinking and School Music Education: Literature Review, Research Findings, and Perspectives34 cited
  • 2018Musical diversity in the classroom: Ingenuity and integrity in sound exploration13 cited
  • 2015Music education for the improvement of coexistence in and beyond the classroom: a study based on the consultation of experts13 cited
  • 2007Soundpainting as a system for the collaborative creation of music in performance7 cited
  • 2015A ‘fourth moment’ for music education? A response to Chris Philpott's sociological critique of music curriculum change6 cited
  • 2024Challenging Classical Music’s Genre Conventions: Findings from a Project on Youth Voice in Instrumental Education5 cited
  • 2016¿Música para aprender, música para integrar? Arte y Educación en Valores en el currículo escolar

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5 cited
  • 2022Developing teacher curriculum design expertise: using the CDC Model in the music classroom4 cited
  • 2013Examining Instruction in MIDI-based Composition Through a Critical Theory Lens4 cited
  • 2011Music Education and the Construction of Musical Knowledge in Spain and Brazil3 cited