About

The Journal of Musicology Pedagogy publishes original research on any aspect of the teaching and learning of music history at both the undergraduate and graduate level, for all audiences (majors, non-majors, and the public), and all genres of music. The editorial board seeks to present a balance of practitioner-based research; philosophical essays on educational theory, curriculum, and pedagogical inquiry; and systematic research that promotes a critical dialog about the teaching of music history. Submissions to the Journal should balance personal insight with a critical assessment of published scholarship and provide sufficient detail and documentation to be relevant to a broad audience. The Journal publishes articles by senior scholars as well as more junior members of the field, and by scholars from all subdisciplines and types of institutions.

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Renihan, Colleen, John Spilker, and Trudi Wright, eds. Sound Pedagogy: Radical Care in Music.

Community, Collaboration, and Care in Practice

Walking with Headphones? Engaging with Technologically Mediated Soundwalking

Practicing What We Preach

Towards a Global Baroque: Unbinding Time, Temporality, and the “European” Tradition

Centering Capitalism in Musicology Pedagogy

Conversation example with a decently long title, might even have two colons

Toward a People’s History of Western Music

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