This book bridges the gap between research and practice in decolonising and indigenising music education, bringing forward specific examples of decoloniality and culturally responsive practices in music education. This collection of work by Indigenous and non-Indigenous partners offers curricular and pedagogical frameworks that uproot colonial foundations of music education, and demonstrate how Indigenous and Western creative practices can appropriately work alongside each other. Offering a global scope of scholarship by and with First Nations leaders, the chapters include examples from groundbreaking music educators across Canada, Australia, New Zealand, South Africa, Mozambique, and Sweden. Expanding on volume one, this volume pursues four vital dimensions of cultural responsivity in decolonising and indigenising music education: relationality, partnerships, living history, and identity reclamation. Rooted in collective work and community-based participatory research, this book provides a vision for how the interface between Indigenous and non-Indigenous knowledges can shift the purposes and practices of music education
