Editors’ introduction narrating the landscape of technology and music education

Roger Mantie, S. Alex Ruthmann

Research output: Chapter in Book/Report/Conference proceedingForeword/postscript


This introduction provides, first, an elaboration on the handbook's premise, which seeks to trouble notions of authority and expertise by celebrating the diversity of stakeholders and opinions that narrate the landscape of technology and music education. Second, this introduction provides brief summaries of the contributions that make up the four main parts of the handbook. Twenty-two Core Perspective authors consist of ten females and twelve males across six continents that include the countries Australia, Canada, China, Mexico, Singapore, Uganda, United Kingdom, and the United States. Selected authors include school and community music practitioners, industry members, higher education researchers, and music teacher educators, embracing theoretical frames that include philosophy, history, sound studies, ethnomusicology, social and cultural psychology, and critical theory. To further reinforce the perspectival nature of the handbook, another nineteen authors provide Further Perspectives to various subparts in the volume. We encourage you, the reader, to continue the dialogue begun in this handbook through adding your personal perspectives online via our companion website (http://global.oup.com/us/ohtme).

Original languageEnglish (US)
Title of host publicationThe Oxford Handbook of Technology and Music Education
PublisherOxford University Press
Number of pages10
ISBN (Electronic)9780199372133
StatePublished - Jan 1 2017


  • Authority
  • Credentialing
  • Learning and teaching
  • Music teacher educators
  • Perspective
  • Professional development
  • Stakeholders

ASJC Scopus subject areas

  • General Arts and Humanities


Dive into the research topics of 'Editors’ introduction narrating the landscape of technology and music education'. Together they form a unique fingerprint.

Cite this