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In the United Kingdom, curricular music education has seen two main waves of development and is in the process of shaping a third. Ideas from the second wave have maintained theoretical dominance to the present day, despite the concerns expressed by some about their practical implementation. This paper suggests that problems with the implementation of second-wave ideas have been caused by hermeneutic complexities inherent to the word ‘music’ as well as by an ongoing ideological debate about the proper purpose of music education. It is proposed here that by approaching musical learning in the emergent third wave through the sub-discipline of ‘music theatre’ – and by conceiving that term in its broadest sense – this interpretive difficulty can be avoided whilst many practical advantages may be reaped. The notion of music theatre as a key component of music education's third wave is explored alongside its theoretical prerequisites, and a number of questions are identified for further consideration. [ABSTRACT FROM PUBLISHER]

This article explores the ways in which students' voices can be used to analyse the process of moving schools, at a time outside of those that young people normally change schools. The paper is based on a study in a secondary school and uses qualitative data collected by researchers and student co-researchers. Two areas were raised by students as important about being at a new school: the perceived challenges and their perceptions of learning in a new environment. It is argued that to respond to issues that arise due to mobility, an engagement with students' views is necessary. Furthermore, this can facilitate policy-makers, school leaders and educators in providing more effective support for those young people. [ABSTRACT FROM AUTHOR]

Recent research suggests that Muslim boys have become the ‘New Folk Devils’ of British education, who are characterised by resistance to formal education, especially at secondary level, and under-achievement. Since the 1990s, British Muslim boys would appear to have become increasingly alienated from compulsory schooling, especially in the humanities subjects which lack obvious instrumental value. This mixed-methods study of the performance of 295 secondary school British Muslim boys in their compulsory school history provides evidence which interrupts this narrative of the academic under-achievement and educational dis-engagement of Muslim boys, especially in the humanities subjects. When viewed through the prism of a laminated, non-reductive model of educational success, this indicative sample of British Muslim boys could be considered to have had significant success at a traditional humanities subject such as history intellectually, spiritually, emotionally, instrumentally and civically. This paper therefore proposes that history can provide a vital meaning-making tool to generate the success of Muslim boys in a variety of significant dimensions both in and out of school. It suggests how history can be more fully and effectively harnessed by teachers, parents and policy-planners to encourage internal integration and external social engagement in British Muslim pupils. [ABSTRACT FROM PUBLISHER]