Sociological Thinking in Music Education presents new ideas about music teaching and learning as important social, political, economic, ecological, and cultural ways of being. At the book's heart is the intersection between theory and practice where readers gain glimpses of intriguing social
phenomena as lived through music learning and teaching. The vital roles played by music and music education in various societies around the world are illustrated through pivotal intersections between music education and sociology: community, schooling, and issues of decolonization.

In this book, emerging as well as established scholars mobilize the links between applied sociology, music, education, and music education in ways that intersect the scholarly and the personal. These interdisciplinary vantage points fulfil the book's overarching aim to move beyond mere descriptions
of what is, by analyzing how social inequalities and inequities, conflict and control, and power can be understood in and through music teaching and learning at both individual and collective levels. The result is not only encountering new ideas regarding the social construction of music education
practices in specific places, but also seeing and hearing familiar ones in fresh ways. Digital assets enable readers to meet the authors and the points of their inquiry via various audiovisual media, including videos, a documentary music film, and multi-lingual video précis for each chapter in
English as well as in each author's language of origin.

About the Author:
Carol Frierson-Campbell coordinates the music education program at William Paterson University, where she teaches instrumental music pedagogy and research. Her scholarly interests include music education in marginalized communities, instrumental music education, and research pedagogy. Previous
projects include the co-authored textbook Inquiry in Music Education: Concepts and Methods for the Beginning Researcher (with Hildegard Froehlich), the edited 2-volume Teaching Music in the Urban Classroom, and articles in Action, Criticism, and Theory for Music Education, Music Education Research
and Arts Education Policy Review. During the 2015-2016 school year she served as Scholar in Residence at the Edward Said National Conservatory of Music in the occupied Palestinian Territories. Dr. F-C (as her students know her) also directs the WPU Music Fellows in partnership with the Paterson
Music Project, providing music enrichment for children in Paterson, New Jersey.

Clare Hall is Lecturer in Performing Arts, Monash University, Australia. Her research, educational and artistic practice coalesces around music, sound and performance to promote creative arts engagements across the lifespan. Her interdisciplinary scholarship bridges boundaries between the arts,
education, and sociology, with her key contribution to date in music and masculinity. Her wider research agenda works to understand how the interplay of gender, class, ethnicity, race and generational differences influences arts teaching and learning as the means to produce more inclusive, diverse
and sustainable cultural participation. She has served as Co-convenor of the International Symposium on the Sociology of Music Education 2016-2019 and her most recent book Masculinity, Class and Music Education was published in 2018.

Sean Robert Powell is Associate Professor and Chair of Music Education at the University of North Texas where he teaches graduate courses in sociology, philosophy, qualitative research, and music teacher education. Dr. Powell is a member of the Editorial Review Boards of the Journal of Research in
Music Education, Journal of Music Teacher Education, and Action, Criticism, and Theory for Music Education. He also serves as the Chair-Elect of the Society for Music Teacher Education. His work has been published widely in the top journal in the field, and he has presented research, workshops, and
guest lectures at national and international venues. Dr. Powell has contributed chapters to the Oxford Handbook of Music Teacher Education in the United States and Narratives and Reflections in Music Education: Listening to Voices Seldom Heard.

Guillermo Rosabal-Coto is a Professor of Music Education at Universidad de Costa Rica. He also holds teaching/research positions at the Graduate Music Program at Universidade do Estado de Santa Catarina (Brazil) and the Latin American Studies Program at the University of Toronto (Canada). He has
guest edited special journal issues on music education and decolonization for ISME's Revista Internacional de Educación Musical (RIEM) and Action, Criticism and Theory in Music Education (ACT). He is currently Director of Editorial Universidad de Costa Rica.