This systematic literature review seeks to examine the pedagogical practices, professional relationships, and curricular development that impact teachers’ and students’ experiences in the postsecondary music education field as well as the theoretical frameworks and methodological design guiding the inquiry of included studies. A literature search following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines was undertaken, resulting in a sample of 14 studies from across eight countries and conducted between 2010 and 2020. Patterns in the findings across studies were found with regard to (a) critical pedagogical practices, (b) responsive pedagogical practices, (c) student experiential and institutional value mis/matches, and (d) the affordances of music education curricular revision. From this comprehensive review of the literature, research in this area indicates a postcolonial shift aiming to decenter traditional Western music and forefront more culturally relevant, community-based, student-responsive musical constructs and/or practices. This synthesis of results reveals synergy in the direction and research objectives of the music performance and teaching and learning fields, often separated, but mutually benefited when bridged together within an intersecting space.
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