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…

Many educators and leaders in international schools around the globe recognize the value and urgency of global citizenship education (GCE) and the need to empower PreK-12 students to engage in authentic community engagement and active local and global citizenship. To this end, many educators use the United Nations Sustainable Development Goals…

Over the past several decades, educational policymakers around the world have made changes based on three competencies they believe students will need to be successful in an increasingly globalized society: Knowledge, skills, and mindset. While many advocacy efforts in music education have focused on the first two global competency domains…

Methods: Intersectionality has extended beyond the tenets of race, gender and class to include queer communities, religious issues, literacy concerns, pedagogical styles, etc. in South Africa, the European Union and beyond. Intersectionality is no longer solely relegated to the needs of African American women germane to the United States. Aim(s):…

The aim of this study was to research whether teachers see global school partnerships as an effective tool to support anti-racist and inclusive approaches and deliver practice that reflects, is representative of, and engages all pupils. Over the last year, events have led to increasing debates around Black Lives Matter, the urgent need to…

Purpose: This paper aims to contribute to the academic debate on postcolonial perspectives on global education problematising the context of global education in Poland, a former Second World country that does not fit to Global North-Global South dichotomy. Approach: The article explores global education in Poland from a critical and postcolonial…

Background/Context: The landscape of English-medium independent schools today is increasingly multilingual, challenging traditional monolingual norms of English testing and teaching. Multilingual learners--students who are able to navigate school in more than one language--are more vulnerable to the negative impacts of standardized tests in…

This document includes the "FY 2023 Annual Performance Report" (APR) and "FY 2025 Annual Performance Plan" (APP). The APR provides narrative and data on the Department of Education's (Department's) progress toward the strategic goals and objectives outlined in its "Fiscal Years [FYs] 2022-2026 Strategic Plan"…

Constraints of the pandemic and rolling lockdowns eliminated opportunities to gather in person. Yet, for the learning cities movement, this period of coronavirus curtail was also a time of increased networking and creative collaboration. Where once human energies expended in "process work" left little retrievable trace, now artifacts…

Innovative classroom-tested approaches to cross-cultural communication--diversity, equity, and inclusion--and personal and professional development are featured. Readers can explore 10 teaching creations debuted at the 2023 "My Favorite Assignment" sessions at the Association for Business Communication Annual International Conference…

Public schools in New Orleans are changing our normative understandings of what it means to be a teacher, student, or administrator in our global society. The New Orleans public schools underwent a process of deregulation initiated by the State of Louisiana and the local school board in 2005. The process, truly the first of its kind, was expedited…

This qualitative exploratory case study addresses constructs of educational inequity on a global scale through an iterative analysis of the cultural experiences of 61 educators from South Africa and the United States. The project provided an online and in-person network for educators to discuss cross-cultural challenges, educational system assets,…

Kauffman, Felder, Ahrbeck, Badar, and Schneiders (this issue) call for a more temperate approach to inclusion, arguing against its use in educating "all" students with disabilities. We argue in response that the issue should not be framed as "inclusion versus non-inclusion," asserting that our field would benefit by examining…

21st century skills is a global network of corporate and governmental influences that promotes competences suited to fit the future knowledge economy. Through a discourse analysis of an influential Official Norwegian Report, 'The School of the Future. Renewal of Subjects and Competences' (NOU 2015:8), this paper explores how ideas of 21st century…

This article presents a critical policy overview of inclusive education and global citizenship education (GCED) and offers two innovative childhood education practices that support inclusion of children with disabilities through dimensions of physical and conceptual access, both noted implementation barriers to inclusive education across the…