Because teaching is an inherently political act, it is important for music teacher educators to consider their role in the public discourse and how they approach the political dimensions of teaching with future music educators. In this interest article, we offer a theoretical basis for engaging preservice music teachers in critical reflection and productive dialogue throughout their undergraduate music education coursework. In combination with theory, we describe specific strategies for designing environments and activities that encourage students to identify and question dualistic thinking, engage with diverse ideas and perspectives, and interrogate underlying assumptions and discursive patterns in their own and others’ thinking. Increasing undergraduate student competency in critical reflection and dialogue could motivate and assist them to pass on these important skills to their future PK–12 students.

Students with disabilities (SWDs) in the United States have a right to the least restrictive learning environment as enshrined in federal law. Until recently, conceptions about educating SWDs have drawn from medical models of disability (i.e., that the student must be accommodated to interact with the environment) rather than a social model of disability (i.e., that the environment can be cultivated for all kinds of individual needs). Universal Design for Learning (UDL) is an educational framework that music educators can use to shift their planning and instructional practices surrounding SWDs to encompass a social model of disability. Here, we define UDL principles, describe UDL implementation in music classroom contexts, and provide resources for further reading.

Our research evaluates the effectiveness of a community musical learning exchange (MLE) that included group singing, guided conversations, and reflection. The respondents ( N = 290) who participated in the MLE included members of the Soweto Gospel Choir ( n = 17), Soweto Gospel Choir Crew ( n = 3), prison choir incarcerated singers ( n = 41), prison choir non-incarcerated singers ( n = 41), and community guest-participants ( n = 188). We studied: To what extent did respondents engage in singing and conversations during the learning exchange? To what degree did the respondents perceive the various components of the learning exchange helped them reflect upon the theme? What similarities and differences existed among various groups regarding these perceptions? Results suggest the MLE model was effective for intercultural sharing and most respondents engaged in singing and conversations. The guided conversations within a musical event were novel experiences, with the majority describing these as very effective components of the MLE. Respondents noted that both these guided conversations and spoken reflections prior to song selections from prison choir members and singing together most effectively helped them engage with the theme. We offer suggestions for musical leaders to implement MLEs and we make recommendations for future related research.