Cosmopolitanism and Policy: A Pedagogical Framework for Global Issues in Music Education

Abstract

Expanding the common parlance of the music education field to include policy questions seems pressing today, given that, regardless of the growing impact and encompassing nature of educational policy, music education has struggled to systematically translate the considerations, arguments, and visions developed by practitioners, researchers, and community leaders into policy language. This article suggests that an approach based on a comparative cosmopolitanism framework can be a constructive force in decision making, facilitating fruitful and collaborative interactions within music education across regions and between areas of music development—from school to community, from the industry to the nonprofit.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 23 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.