The notion of care is at times misunderstood in the context of music education--equated simply with kindness or associated with lowered expectations--and is often dismissed without consideration of its full value to music learning. When viewed through a student "deficit" perspective, concepts of care might evoke unnecessary pity or a sense of rescue, thereby positioning teachers and learners in a superior/inferior relationship that may be unhealthy and unhelpful to either person. Furthermore, many well-meaning approaches to care emphasize a unidirectional relationship from teacher to student, discounting the ways in which a teacher also continues to learn and develop.

A more empowering conceptualization of care in music education involves sharing--sharing experience, sharing passion, sharing excitement, sharing goals, and sharing humanness. The Oxford Handbook of Care in Music Education addresses ways in which music teachers and students interact as co-learners and forge authentic relationships with one another through shared music-making. Concepts of care addressed in the handbook stem from philosophies of relationship, feminist ethics, musical meaningfulness, and compassionate music teaching. These essays highlight the essence of authentic relationships and shared experiences between teachers and learners, extending previous conceptions of care to meet the needs of contemporary music learners and the teachers who care for, about, and with them.

Karin S. Hendricks is Associate Professor and Chair of Music Education at Boston University. She is President-Elect of the American String Teachers Association (ASTA) and serves on the Editorial Committees of the Journal of Research in Music Education and the Bulletin of the Council for Research in Music Education. Hendricks researches student motivation and compassionate and caring pedagogies and presents teaching clinics and workshops throughout the United States and abroad. She received the ASTA "Early Career String Researcher" Award in 2018. In addition to publications in leading research journals and edited volumes, Hendricks has written six books, including Compassionate Music Teaching.

Foreword by Lucy Green
Preface
Acknowledgments
Contributors

Section 1: Philosophical Perspectives on Care and Music Education
Section Foreword: Panagiotis A. Kanellopoulos

Chapter 1 - A Call for Care and Compassion in Music Education
Karin S. Hendricks

Chapter 2 - On Caring for Music Education in Troubled Times
Estelle Jorgensen

Chapter 3 - Caring About Caring for Music Education
Marissa Silverman

Chapter 4 - An Ethic of Expectation Surrounding the Virtual Performance
Brent C. Talbot and Cara Faith Bernard

Chapter 5 - Compassion During Musical Engagement With Young Children
Diana R. Dansereau

Chapter 6 - Convivencias and a Web of Care
Kevin Shorner-Johnson, Martha Gonzalez, and Daniel J. Shevock

Chapter 7 - The Hospitality of Wonder and Its Relation to Care and Compassion in Music
Education
June Boyce-Tillman

Chapter 8 - Disability, Lifelong Musical Engagement, and Care
David Baker

Chapter 9 - Caring Through Dialogical Relations in Community Music Settings
Laura Benjamins

Chapter 10 - The Politics of Care in the Education of Children Gifted for Music: A Systems View
Guadalupe López-Íñiguez & Heidi Westerlund

Chapter 11 - Ways of Caring in Music Education Through the Lens of Classic Confucianism and Classic Daoism
C. Victor Fung

Chapter 12 - Caring with the Earth, Community, and Co-Learners for the Health of Biological, Social, and Musical Ecosystems
Tawnya D. Smith

Section 2: Co-Creating Caring Relationships
Section Foreword: Liora Bresler

Chapter 13 - The Musical Circle of Care: A Framework for Relationship Building and Healing Through Musicing
Janelize Morelli

Chapter 14 - (Re)Imagining Intersectionality: Holistic Acceptance in Music Education
Latasha Thomas-Durrell

Chapter 15 - Accompanying LGBTQIA+ Students in the Music Classroom
Justin McManus and Bruce Carter

Chapter 16 - Compassion and Care Through Musical Social Emotional Learning
Scott N. Edgar, Kara Ireland D'Ambrosio, and Elise Hackl

Chapter 17 - Empathy and Deep Listening in Jazz Improvisation
Troy Davis

Chapter 18 - Facilitating Trust and Connection Through Musical Presencing: Case Study of a Conflict Transformation Facilitator
Karin S. Hendricks, Delaney A. K. Finn, Cheryl M. Freeze, and Jessandra Kono

Chapter 19 - Sometimes I Just Crawl Under the Covers and Hide: Caring by, for, and with Community Music Leaders During Crises
Fiona Evison

Chapter 20 - "This Guitar Hurts!": Empathy and Caring in Inclusive Ensembles
Kimberly McCord

Chapter 21 - Fostering Reciprocal and Responsive Musical Relationships in a Youth
Instrumental Ensemble: One Guest Conductor's "Caring-With" Approach
Allen R. Legutki, Karin S. Hendricks, Tawnya D. Smith, and Kristi N. King

Chapter 22 - Singing and Caring
Elizabeth Cassidy Parker and Jennifer C. Hutton

Chapter 23 - Developing Trust and Empathy Through Peer Mentoring in the Music Classroom
Andrew Goodrich

Chapter 24 - Using the Lens of Psychological Safety to Understand the Effects of Bullying Within the School-Based Music Ensemble Classroom
Jared R. Rawlings

Section 3: Caring for Wellbeing and Human Flourishing
Section Foreword: Susan A. O'Neill

Chapter 25 - The Vulnerability in Being Heard: Care in the Supervision of Music Students
Tiri Bergesen Schei

Chapter 26 - Student and Teacher Mental Health: Nurturing Wellbeing Within a Climate of Trust
Rachel L. Dirks

Chapter 27 - Mindfulness, Self-Compassion, and Gratitude in Music Teaching and Learning
Frank M. Diaz

Chapter 28 - Self-Care and the Music Educator
Bridget Sweet

Chapter 29 - Somatic Self-Care for Music Educators
Stephen A. Paparo

Chapter 30 - Music's Relational Imperative: Wellbeing, Music-Making, and the Interconnections Between Music Therapy and Music Education
Elizabeth Mitchell

Chapter 31 - Music as a Vehicle for Caring for Students With Learning Differences
Ryan M. Hourigan

Chapter 32 - Trauma: A Compassionate Lens for Music Teaching
Shannan Hibbard and Erin Price

Chapter 33 - Caring Connection, Music Participation, and Quality of Life of Older Adults
Lisa J. Lehmberg and C. Victor Fung

Chapter 34 - Reconsidering Musical Ability Development Through the Lens of Diversity and Bias
Karin S. Hendricks and Gary E. McPherson

Chapter 35 - Conveying Pupil Access to Wellbeing Through Relational Care in Music Education
Kari Holdhus

Chapter 36 - Fostering Care Through Core Reflection
Margaret H. Berg

Section 4: Care, Social Activism, and Critical Consciousness
Section Foreword: Cathy Benedict

Chapter 37 - The Sounds of Hope: Music Homeplaces and Compassionate, Abolitionist Music Teaching
Emily Good-Perkins

Chapter 38 - Critical Race Theory and Care in Music Education
Amy Lewis

Chapter 39 - Call Me by MY Name: Knowing Our Students' Names as Intercultural Sensitivity
Kính T. Vu

Chapter 40 - Critical Listening and Authorial Agency as Radical Practices of Care
Kelly Bylica

Chapter 41 - Love, Care, Revolution, and Justice: Loving Oneself and Loving One's Students
Gareth Dylan Smith, Brandi Waller-Pace, Martin Urbach, and Bryan Powell

Chapter 42 - "I Just Wanna Live my Life Like it's Gold": Prioritizing Anti-Racist Music Education
Alice A. Tsui, Juliet Hess, and Karin Hendricks

Chapter 43 - Music-Making in Prisons and Schools: Dismantling Carceral Logics
Rebecca D. Swanson and Mary L. Cohen

Chapter 44 - Popular Music Education, Aesthetic Judgment, and Gender Relations in Hungary
Emília Barna

Chapter 45 - Caring About Deaf Music in Culturally Responsive Music Education
Warren Churchill and Clare Hall

Chapter 46 - In Search of Meaning, Joy, and Justice in Music Education: Teachers Matter
Graça Mota

Chapter 47 - Cultural Humility and Ethics of Caring in Multicultural Settings of Music Teacher Education
Amira Ehrlich

Chapter 48 - Policy Practice as Citizenship Building: From Duty to Care to Solidarity in Music Education
Patrick Schmidt

Index