'An impressive volume, a bright and shining compendium of essays by prominent scholars from fourteen nations who trace the historic roots and reasons for music as a subject of study in compulsory schooling. They delve into the past to understand the present status of principles and practices of music teachers, their pedagogical methods, and the pupils they serve. The book is data-rich and wide-ranging in coverage, and under the leadership of co-editors Cox and Stevens, it is expertly conceived and carried through as a project that conveys varied international histories and current contexts of music within (and at times a little bit outside) the formalities of school.' Patricia Shehan Campbell, Donald E. Peterson Professor of Music, University of Washington, USA 

'This book offers each of us an important opportunity to revisit our music education heritage within a much broader international context. Both editors are eminent world authorities on research into the history of music education and are ideally placed to lead such a publication. The outcome is stimulating and also thought provoking, enabling us to understand better how we can learn from the past in order to effect a more successful future.'  Graham Welch, Professor of Education, Institute of Education, University of London, UK

'Cox and Stevens have produced a powerful and well-timed publication. The editors and contributors should be congratulated on their fine achievement, and on presenting an invaluable gift to the music education community.'

Research Studies in Music Education

If, by enhancing their understanding of the ways in which 'music can act as a powerful educational force', Cox and Stevens have encouraged school curriculum music's supporters to continue to work for an acknowledged and significant place for music, this book will prove to be an invaluable contribution to music education for the future.

Music Education Research

The collection is an invaluable tool for the researcher, offering insight on historical developments, most obviously, but also on philosophical questions of the nature and purpose of music education, and political and sociological debates about the wider social contexts of institutional learning.

British Journal of Music Education, Volume 29/1 - 2012