This chapter begins by reflecting on two areas of school-music education that are of particular interest to those working in community music, music education and democracy, and life-long learning in music education, both explored predominantly through an American perspective. It then explores community music therapy (CoMT), cultural diversity in music education, and applied ethnomusicology, outlining their respected modes of practice and exampling projects. As siblings to a larger fields, CoMT, cultural diversity in music education, and applied ethnomusicology have been asking awkward...

This chapter begins by reflecting on two areas of school-music education that are of particular interest to those working in community music, music education and democracy, and life-long learning in music education, both explored predominantly through an American perspective. It then explores community music therapy (CoMT), cultural diversity in music education, and applied ethnomusicology, outlining their respected modes of practice and exampling projects. As siblings to a larger fields, CoMT, cultural diversity in music education, and applied ethnomusicology have been asking awkward questions surrounding the contemporary role of each respected practice. The chapter concldes by suggesting that in order for the field of community music to contribute more effectively within those domains that it intersects with there needs to be a conceptual framework through which one can argue for both its relevance and its vital and dynamic force.