Music Education in South Asia Context and Practice

Foreword by Patricia A González Moreno

Preface

Acknowledgements

Chapter 1: Framing, Positioning, Locating Music Education in South Asia

Sandra Oberoi and André de Quadros

Chapter 2: Illuminating Indian Music Education in the Shadow of Colonialism

André de Quadros

Part I – Institutional Settings, Initiatives

Chapter 3: Music Education in Public Schools in Sindh, Pakistan: Context and Critique

Daniyal Ahmed

Chapter 4: The Impact of Post-Colonialism on Music Education in Pakistan

Arsalan Pareyal

Chapter 5: Pedagogical Changes of North Indian Ragadhari Music within the Sri Lankan School Educational Framework

Manoj Alawathukotuwa

Chapter 6: From North Indian to Western Classical Vocal Paradigm: Bi-Musical Challenges of Vocal Students

Wasantha Geekiyanage

Chapter 7: The Place of Sangīt Vishārad in the Sphere of Sri Lankan Music Education

Nishadi Meddegoda

Chapter 8: Recovering the Neglected: Nurturing an Agenda of Music for All Children in India

Rajashree Srinivasan

Chapter 9: Transforming Music Education in Indian Schools: Evolution and Challenges of the SaPa in Schools Programme

Bindu Subramaniam, Veena Anand, and Shreya Suresh

Chapter 10: Early Childhood Music in India: Policy and Practice

Shree Lakshmi Vaidyanathan

Chapter 11: “The Rhapsody Story”: Music as a Leaning Enabler in Semi-Urban and Rural South India

Anil Srinivasan

Part II – In and with Community

Chapter 12: Soul of Serendib: An Exploration and Revival of Islamic Music in the Sri Lankan Muslim Community

Haadia Galely, Nafeesa K Amiruddeen, and Manoj Sanjeewa

Chapter 13: Crafting Choral Phenomena and Choral Music Education in India

Sebanti Chatterjee

Chapter 14: Lullaby, Stranger: An Immersive Choir and Theatre Performance in Mumbai

Salome Rebello

Chapter 15: Music for Change

Mallika Sarabhai

Chapter 16: Lessons from Community Music Programmes in Rural Nepal

Thomas Duncan, Shyam Basnet, and Parbati Dahal

Chapter 17: Gender and Music Education in Nepali Cultural Ecosystems: Public Pedagogy Towards Social and Cultural Sustainability

Heidi Westerlund, Danielle Treacy, and Riju Tuladhar

Chapter 18: Music Education in Baul Communities in Bangladesh: Non-Consumerism, Meditation, and Well-being

Golam Rabbani

Chapter 19: Harmonies of Liberation: Exploring the Power of Music-Making in Afghanistan

Tariq Habibyar

Afterword by Tiara Michelle Oberoi

Epilogue

Index

Biography

André de Quadros is a professor of music in the Music Education Department at Boston University, where he holds affiliations in African, African American & Black Diaspora, American and New England, Asian, Jewish, and Muslim
studies, at the Center for Forced Displacement, and prison education.

Sandra Oberoi is a music educator, singer, vocal coach, and conductor, who founded Harmony – The Music School in Bangalore in 2008. Director of Harmony International, UK, and conductor of the award-winning youth choir,
The Harmony Chorus, she actively facilitates purposeful music programmes for young people besides championing professional development opportunities for music teachers. A researcher at University College London (UCL)
Institute of Education, Sandra earned a master’s degree at Northwestern University, USA. Since 2014, she has been involved in the International Society for Music Education (ISME)’s activities in the South Asia region. She served on ISME’s Executive Board, 2022–2024, as Board Member-at-large, 2020–2022 and is Chair of the Advocacy Standing Committee.