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This article focuses on the notion of cultural omnivorousness, as coined by Richard Peterson, to explore its various manifestations within the American musical, commonly known as the Broadway musical. Through two interconnected research questions, we explore how patterns of cultural omnivorousness are manifested within the American musical, contemporarily and in a historical perspective, and scrutinize what these omnivorous features demand from performers, more specifically, what it takes to perform what we name the omnivorous voice. Using the American musical as a site for exploration, the article aims to show that the omnivorousness is not only enjoyed by its audiences, but produced, brought about and enjoyed by its composers, producers and performers alike. Consequently, the article's main argument is that the phenomenon of cultural omnivorousness not only concerns cultural consumption but is to be regarded as a matter of cultural production as well, manifested ultimately as specific artistic and embodied practices. The article conveys a theoretically informed discussion, drawing on works written within the fields of cultural sociology, musicology and voice studies, while incorporating illustrative references to specific recorded musical works and the vocal behaviours of named performers.

Musical Gentrification is an exploration of the role of popular music in processes of socio-cultural inclusion and exclusion in a variety of contexts. Twelve chapters by international scholars reveal how cultural objects of relatively lower status, in this case popular musics, are made objects of acquisition by subjects or institutions of higher social status, thereby playing an important role in social elevation, mobility and distinction. The phenomenon of musical gentrification is approached from a variety of angles: theoretically, methodologically and with reference to a number of key issues in popular music, from class, gender and ethnicity to cultural consumption, activism, hegemony and musical agency. Drawing on a wide range of case studies, empirical examples and ethnographic data, this is a valuable study for scholars and researchers of Music Education, Ethnomusicology, Cultural Studies and Cultural Sociology.

This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter polarization. Foregrounding the intimate connections between music, society and education, this book suggests ways that music teacher education might be an arena for the reflexive contestation of traditions, hierarchies, practices and structures. The visions for intercultural music teacher education offered in this book arise from a variety of practical projects, intercultural collaborations, and cross-national work conducted in music teacher education. The chapters open up new horizons for understanding the tension-fields and possible discomfort that music teacher educators face when becoming change agents. They highlight the importance of collaborations, resilience and perseverance when enacting visions on the program level of higher education institutions, and the need for change in re-imagining music teacher education programs.

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of illustrations -- List of contributors -- Acknowledgements -- Chapter 1: Musical gentrification and socio-cultural diversities: ananalytical approach towards popular music expansion in egalitarian societies -- Background and broader ecology: how and why musical gentrification? -- Musical gentrification: from metaphor to concept -- The musical gentrification project: origins and facts -- Scope and structure of the book -- Note -- References -- Chapter 2: Musical gentrification: strategy for social positioning in late modern culture -- Introduction -- Aesthetic cosmopolitanism and the process of pop-rockisation -- Distinctions in the field of music -- The omnivorisation of musical taste -- Musical gentrification -- The gentrification of popular music in higher music education and research -- Conclusion -- Notes -- References -- Chapter 3: Exploring the phenomenon of musical gentrification: methods and methodologies -- Introduction -- From middle-range theory to methodological tools: challenges of operationalisation -- Musical gentrification and academisation: a quantitative approach -- Researching unruly festival contexts: ethnographic case study and musical gentrification -- Festival time -- Festival place -- Festival space -- Career paths of migrant musicians: musical gentrification managed from the "inside -- Overall design -- Adapted methods and the characteristics of the data -- Some reflexive afterthoughts -- Notes -- References -- Chapter 4: Musical gentrification and the (un)democratisation of culture: symbolic violence in country music discourse -- Introduction -- Background -- Symbolic violence, cultural omnivorousness and distinction -- A descriptive juxtaposition of texts and practices -- The festival case -- The club case.

The Politics of Diversity in Music Education attends to the political structures and processes that frame and produce understandings of diversity in and through music education. Recent surges in nationalist, fundamentalist, protectionist, and separatist tendencies highlight the imperative for music education to extend beyond nominal policy agendas to critically consider the ways in which understandings about society are upheld or unsettled and the ways in which knowledge about diversity is produced. This chapter provides an overview of the scholarly foundations that this book builds upon before introducing the four sections of the book and contributing chapters. The first section of the book focuses on the politics of inquiry in music education research. The second section attends to the paradoxes and challenges that arise as music teachers negotiate cultural identity and tradition within the political frames and ideals of the nation state. The third section considers diversities that are often overlooked or silenced, and the final section turns to matters of leadership in higher music education as an inherently political and ethical undertaking. Together, chapters work towards a more critical, complex, and nuanced understanding of the ways in which the politics of diversity shape our ideals of what music education is, and what it is for.