Secondary Schools and Their Role to Play in Musical Possible Selves

In this chapter, we discuss orientations to inclusive teaching, learning and music participation within secondary school music education. We begin the chapter by setting out some shifts in priorities and practices that have influenced secondary school music education. We then discuss the idea of inclusion, focusing on non-formal teaching, informal learning and the quest for authenticity and relevancy in music learning and assessment. Finally, we consider the implications of secondary school music learning and teaching, paying particular attention to the ways in which facilitation approaches may shape students’ musical possible selves.