Jennie Henley is Director of Programmes and Professor in Music Education at the Royal Northern College of Music, Manchester, UK.

Preface: My story

Why pedagogy and inclusion?

Decisions as an educator: the 'Good' factor of exclusionary practice

A young musician: lived experience of exclusionary practices

Moving into academia: understanding pedagogy and reflecting on excellence

Chapter 1: To begin with an ending

Arriving at pedagogy and inclusion

Enacting change through pedagogy

Ideas, themes and questions

The centrality of belonging

The deficit approach

Training and education

Exploring the book

Chapter 2: Understanding Pedagogy

Understanding pedagogy

Conceptualising pedagogy

Learning theory

Pedagogy as action

What is inclusive pedagogy?

The challenges of inclusive pedagogy in music education

Value

Context

Measurement

Process/product

Pedagogy

Chapter 3: Pedagogy and inclusion

Cultural Historical Activity Theory

The Activity System

Working to an objective

Mediators

The community of learning

Social conventions

Participation

Back to pedagogy

Pedagogy and Inclusion

Pre-determined outcomes

Matching the community

Understanding participation and progress

Belonging

Chapter 4: The excellence agenda

The inclusive/exclusive conundrum

Working beyond own experience

Excellence in performance and teaching

The relativity of musicianship

Systems, structures and experience

Excellence as experience

Chapter 5: Musical starting points

Student teachers as musical adults

Reflection as research

Current musical activities

Prior musical activities

English student teachers in the international context

A musical baseline

Musical profiles

Confidence in context

Chapter 6: Who can teach music?

Expertise

Being qualified

A deficit approach

Primary teachers can't teach music

Musicians can't teach

Teachers teach to the test

There is no guarantee of quality

Embracing difference, working together, and teaching all

Chapter 7: Starting with the self

Reflection and reflexivity

The place of identity in activity

Being successful

Identity in sociocultural theory

A safe place to be vulnerable

Chapter 8: Difference is essential

Why do we study music?

Pursuing excellence?

The question of practice

Navigating predetermined contexts

Starting with what the children already know

Working creatively with other subjects

Embracing difference

Embedding difference in inclusive practice

Chapter 9: Vulnerability as growth

Stating vulnerabilities

Socioemotional growth

Socio-emotional growth of educators

Stories of growth

Sandra's story

Alicia's story

Jody's story

Returning to pedagogy