Preface: My story
Why pedagogy and inclusion?
Decisions as an educator: the ‘Good’ factor of exclusionary practice
A young musician: lived experience of exclusionary practices
Moving into academia: understanding pedagogy and reflecting on excellence
Chapter 1: To begin with an ending
Arriving at pedagogy and inclusion
Enacting change through pedagogy
Ideas, themes and questions
The centrality of belonging
The deficit approach
Training and education
Exploring the book
Chapter 2: Understanding Pedagogy
Understanding pedagogy
Conceptualising pedagogy
Learning theory
Pedagogy as action
What is inclusive pedagogy?
The challenges of inclusive pedagogy in music education
Value
Context
Measurement
Process/product
Pedagogy
Chapter 3: Pedagogy and inclusion
Cultural Historical Activity Theory
The Activity System
Working to an objective
Mediators
The community of learning
Social conventions
Participation
Back to pedagogy
Pedagogy and Inclusion
Pre-determined outcomes
Matching the community
Understanding participation and progress
Belonging
Chapter 4: The excellence agenda
The inclusive/exclusive conundrum
Working beyond own experience
Excellence in performance and teaching
The relativity of musicianship
Systems, structures and experience
Excellence as experience
Chapter 5: Musical starting points
Student teachers as musical adults
Reflection as research
Current musical activities
Prior musical activities
English student teachers in the international context
A musical baseline
Musical profiles
Confidence in context
Chapter 6: Who can teach music?
Expertise
Being qualified
A deficit approach
Primary teachers can't teach music
Musicians can't teach
Teachers teach to the test
There is no guarantee of quality
Embracing difference, working together, and teaching all
Chapter 7: Starting with the self
Reflection and reflexivity
The place of identity in activity
Being successful
Identity in sociocultural theory
A safe place to be vulnerable
Chapter 8: Difference is essential
Why do we study music?
Pursuing excellence?
The question of practice
Navigating predetermined contexts
Starting with what the children already know
Working creatively with other subjects
Embracing difference
Embedding difference in inclusive practice
Chapter 9: Vulnerability as growth
Stating vulnerabilities
Socioemotional growth
Socio-emotional growth of educators
Stories of growth
Sandra's story
Alicia's story
Jody's story
Returning to pedagogy
Biography
Jennie Henley is Director of Programmes and Professor in Music Education at the Royal Northern College of Music, Manchester, UK.
