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Cited by 10Music Education and AnalysisDiverse Music Education InsightsEducation Pedagogy and Practices

Understandings of inclusivity in music education: a comparative policy study of Luxembourg and Japan

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Chiba, Miwa, Hebert, David G.·2025·Music Education Research
DOI 10.1080/14613808.2024.2434839
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Abstract

Educational policies tend to be shaped by the interaction of sociohistorical contexts with global forces, for which the issues of diversity and inclusion in music education are particularly complex. This study examines how inclusivity is conceptualised in the field of music education in both Luxembourg and Japan. Reviewing the historical construction and distinctive characteristics of national music education systems, we analyse how the notion of inclusive music education is understoood, and identify current opportunities and obstacles towards full inclusion of diverse students. The study applies the analytical frameworks of (i) global influences and isomorphism, (ii) historical institutionalism, and (iii) Göransson and Nilholm’s typology of inclusive education. Based on analyses of curricula and policies, and interviews with (music) teachers in schools and organisations, we determined that unequal access to music education remains, and standardised approaches often hinder participation of diverse students while cross-sector partnerships offer new opportunities for inclusion.

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  • Schools that effectively integrate traditional music into their curricula foster greater cultural agency among students.

    “Schools that effectively integrate traditional music into their curricula foster greater cultural agency among students [47].”

    From Attitudes and Behaviors toward traditional music among Chinese students: the role of individual, family, and school factors (2026) · cites this paper as [47]

    In “Views of ‘inclusive music education’” (page unavailable), the paper reports one Osaka elementary school that infused Korean culture into its curriculum and cultivated a positive ethnic identity among Zainichi Korean students. Its “Recommendations to strengthen inclusion in music education” (page unavailable) separately suggest giving students more control over their music and learning. Neither passage establishes that schools integrating traditional music generally foster greater cultural agency. (LLM, conf=0.84)

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Research works printed but not linked: 43

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Authors
Chiba, M., & Hebert, D. G.
Affiliations
  • University of Luxembourg (LU)
  • Western Norway University of Applied Sciences (NO)
Corresponding author
Hebert, David G.
ORCID
Venue
Music Education Research
Publisher
Informa UK Limited
Published
2024-12-04
Volume
27
Issue
1
Pages
37-53
ISSN
  • 1461-3808 (ISSN-L)
  • 1469-9893
DOI
10.1080/14613808.2024.2434839
OpenAlex
W4405025215
Cited by
10
References
0
Citations by year
2026: 4 · 2025: 6
FWCI
6.38
Type
journal article
Language
en
Open access
Licence
Locations
Music Education Research (publishedVersion, other-oa)
Topics
  • Social Sciences › Education › Music Education and Analysis
  • Social Sciences › Arts and Humanities › Music › Diverse Music Education Insights
  • Social Sciences › Education › Education Pedagogy and Practices
Keywords
inclusive music education, music education policy, diversity in music education, Luxembourg, Japan, historical institutionalism, intersectoral collaboration, music curriculum, teacher perceptions

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