The centrality of music to the human experience is explored in this article through the contrasting lenses of heritage and technology. The importance of social participation is highlighted, along with the need for a closer interplay between music educators, music researchers and the public.
It is argued that by making music education research more accessible to the broader public-including policy makers, parents, teachers, taxi drivers, grocery clerks, dancers and politicians-some of the goals that are inherent in our work might be brought to fruition through the interplay between research, education, policy and practice.
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