This two‑volume publication is the first of its kind, advancing asset‑based policies and practices in music education for nearly 10 million rural students nationwide. By exploring the influence of urbanormativity and historical trends, the authors advocate for school music programs that sustain rural values, interests, communities, and ecosystems.While earlier research has offered insights on the topic, none have assembled a collection of experts and scholars committed to promoting an asset‑based view of rural music education in the United States. Volume I: Policies and Perspectives, presents ten chapters addressing a range of issues that affect one‑fifth of K–12 students nationwide. Ideas encompass a multi‑dimensional definition of rurality that includes population, landscape, and sociocultural contexts. The authors offer their own first‑hand perspectives to describe the importance and character of rural places themselves. Throughlines of this volume are disentangling assumptions about rural schools and their resources, pedagogical potential, and musical possibilities. Written for music educators, scholars, policymakers, school administrators, and music‑teacher educators, this volume affirms that geography is not inherently a limitation and that all students deserve access to responsive music education, regardless of their zip codes.
