André de Quadros is a professor of music in the Music Education Department at Boston University, where he holds affiliations in African, African American & Black Diaspora, American and New England, Asian, Jewish, and Muslimstudies, at the Center for Forced Displacement, and prison education.Sandra Oberoi is a music educator, singer, vocal coach, and conductor, who founded Harmony – The Music School in Bangalore in 2008. Director of Harmony International, UK, and conductor of the award-winning youth choir,The Harmony Chorus, she actively facilitates purposeful music programmes for young people besides championing professional development opportunities for music teachers. A researcher at University College London (UCL)Institute of Education, Sandra earned a master’s degree at Northwestern University, USA. Since 2014, she has been involved in the International Society for Music Education (ISME)’s activities in the South Asia region. She served on ISME’s Executive Board, 2022–2024, as Board Member-at-large, 2020–2022 and is Chair of the Advocacy Standing Committee.

• Foreword, Preface, Acknowledgements, Chapter 1: Framing, Positioning, Locating Music Education in South Asia, Chapter 2: Illuminating Indian Music Education in the Shadow of Colonialism,Part I – Institutional Settings, Initiatives, Chapter 3: Music Education in Public Schools in Sindh, Pakistan: Context and Critique, Chapter 4: The Impact of Post-Colonialism on Music Education in Pakistan, Chapter 5: Challenges in the Pedagogy of North Indian Ragadhari Music within the Sri Lankan School Educational Framework, Chapter 6: From Hindustani to Classical Western Vocal Paradigm: Bi-musical Challenges of Indian Classical Vocalists, Chapter 7: The Place of Sangīt Vishārad in the Sphere of Sri Lankan Music Education, Chapter 8: Recovering the neglected: Nurturing an agenda of music for all children in India, Chapter 9: Transforming music education in Indian schools – Evolution and challenges of the SaPa in Schools program, Chapter 10: Early Childhood Music in India: Policy and Practice, Chapter 11: “The Rhapsody Story”: Music as a Learning Enabler in Semi-Urban and Rural South India,Part II – In and with Community, Chapter 12: Soul of Serendib: An Exploration and Revival of Islamic Music in the Muslim Community of Sri Lanka, Chapter 13: Crafting Choral Phenomenon and Choral Music Education in India, Chapter 14: Lullaby, Stranger: An immersive choir and theatre performance in Mumbai, Chapter 15: Music for Change, Chapter 16: Music and Education: Community Approaches in Grassroots Nepal, Chapter 17: Gender and music education in Nepali cultural ecosystems: Public pedagogy towards social and cultural sustainability, Chapter 18: Non-consumerism, Meditation, and Wellbeing: Music Education in Baul Communities in Bangladesh, Chapter 19: Harmonies of Liberation: Exploring the Power of Music in Afghanistan,AfterwordEpilogue

André de Quadros is a professor of music in the Music Education Department at Boston University, where he holds affiliations in African, African American & Black Diaspora, American and New England, Asian, Jewish, and Muslimstudies, at the Center for Forced Displacement, and prison education.Sandra Oberoi is a music educator, singer, vocal coach, and conductor, who founded Harmony – The Music School in Bangalore in 2008. Director of Harmony International, UK, and conductor of the award-winning youth choir,The Harmony Chorus, she actively facilitates purposeful music programmes for young people besides championing professional development opportunities for music teachers. A researcher at University College London (UCL)Institute of Education, Sandra earned a master’s degree at Northwestern University, USA. Since 2014, she has been involved in the International Society for Music Education (ISME)’s activities in the South Asia region. She served on ISME’s Executive Board, 2022–2024, as Board Member-at-large, 2020–2022 and is Chair of the Advocacy Standing Committee.

• Foreword, Preface, Acknowledgements, Chapter 1: Framing, Positioning, Locating Music Education in South Asia, Chapter 2: Illuminating Indian Music Education in the Shadow of Colonialism,Part I – Institutional Settings, Initiatives, Chapter 3: Music Education in Public Schools in Sindh, Pakistan: Context and Critique, Chapter 4: The Impact of Post-Colonialism on Music Education in Pakistan, Chapter 5: Challenges in the Pedagogy of North Indian Ragadhari Music within the Sri Lankan School Educational Framework, Chapter 6: From Hindustani to Classical Western Vocal Paradigm: Bi-musical Challenges of Indian Classical Vocalists, Chapter 7: The Place of Sangīt Vishārad in the Sphere of Sri Lankan Music Education, Chapter 8: Recovering the neglected: Nurturing an agenda of music for all children in India, Chapter 9: Transforming music education in Indian schools – Evolution and challenges of the SaPa in Schools program, Chapter 10: Early Childhood Music in India: Policy and Practice, Chapter 11: “The Rhapsody Story”: Music as a Learning Enabler in Semi-Urban and Rural South India,Part II – In and with Community, Chapter 12: Soul of Serendib: An Exploration and Revival of Islamic Music in the Muslim Community of Sri Lanka, Chapter 13: Crafting Choral Phenomenon and Choral Music Education in India, Chapter 14: Lullaby, Stranger: An immersive choir and theatre performance in Mumbai, Chapter 15: Music for Change, Chapter 16: Music and Education: Community Approaches in Grassroots Nepal, Chapter 17: Gender and music education in Nepali cultural ecosystems: Public pedagogy towards social and cultural sustainability, Chapter 18: Non-consumerism, Meditation, and Wellbeing: Music Education in Baul Communities in Bangladesh, Chapter 19: Harmonies of Liberation: Exploring the Power of Music in Afghanistan,AfterwordEpilogue

André de Quadros is a professor of music in the Music Education Department at Boston University, where he holds affiliations in African, African American & Black Diaspora, American and New England, Asian, Jewish, and Muslimstudies, at the Center for Forced Displacement, and prison education.Sandra Oberoi is a music educator, singer, vocal coach, and conductor, who founded Harmony – The Music School in Bangalore in 2008. Director of Harmony International, UK, and conductor of the award-winning youth choir,The Harmony Chorus, she actively facilitates purposeful music programmes for young people besides championing professional development opportunities for music teachers. A researcher at University College London (UCL)Institute of Education, Sandra earned a master’s degree at Northwestern University, USA. Since 2014, she has been involved in the International Society for Music Education (ISME)’s activities in the South Asia region. She served on ISME’s Executive Board, 2022–2024, as Board Member-at-large, 2020–2022 and is Chair of the Advocacy Standing Committee.

• Foreword, Preface, Acknowledgements, Chapter 1: Framing, Positioning, Locating Music Education in South Asia, Chapter 2: Illuminating Indian Music Education in the Shadow of Colonialism,Part I – Institutional Settings, Initiatives, Chapter 3: Music Education in Public Schools in Sindh, Pakistan: Context and Critique, Chapter 4: The Impact of Post-Colonialism on Music Education in Pakistan, Chapter 5: Challenges in the Pedagogy of North Indian Ragadhari Music within the Sri Lankan School Educational Framework, Chapter 6: From Hindustani to Classical Western Vocal Paradigm: Bi-musical Challenges of Indian Classical Vocalists, Chapter 7: The Place of Sangīt Vishārad in the Sphere of Sri Lankan Music Education, Chapter 8: Recovering the neglected: Nurturing an agenda of music for all children in India, Chapter 9: Transforming music education in Indian schools – Evolution and challenges of the SaPa in Schools program, Chapter 10: Early Childhood Music in India: Policy and Practice, Chapter 11: “The Rhapsody Story”: Music as a Learning Enabler in Semi-Urban and Rural South India,Part II – In and with Community, Chapter 12: Soul of Serendib: An Exploration and Revival of Islamic Music in the Muslim Community of Sri Lanka, Chapter 13: Crafting Choral Phenomenon and Choral Music Education in India, Chapter 14: Lullaby, Stranger: An immersive choir and theatre performance in Mumbai, Chapter 15: Music for Change, Chapter 16: Music and Education: Community Approaches in Grassroots Nepal, Chapter 17: Gender and music education in Nepali cultural ecosystems: Public pedagogy towards social and cultural sustainability, Chapter 18: Non-consumerism, Meditation, and Wellbeing: Music Education in Baul Communities in Bangladesh, Chapter 19: Harmonies of Liberation: Exploring the Power of Music in Afghanistan,AfterwordEpilogue