David G. Hebert, PhD, is a tenured Professor of Music with the Grieg Academy, Bergen University College, Norway. Widely published in music education and ethnomusicology, he has directed research projects on six continents and worked for universities in the USA, Japan, Russia, Finland and New Zealand. Alexandra Kertz-Welzel is Professor and Department Chair of Music Education at Ludwig Maximilian University in Munich, Germany. She is author and editor of several books, has published in leading journals and appeared as guest speaker at international conferences.

Introduction, David G. Hebert, Alexandra Kertz-Welzel; Chapter 1 Patriotism and Music Education, David G. Hebert; Chapter 2 Lesson Learned? In Search of Patriotism and Nationalism in the German Music Education Curriculum, Alexandra Kertz-Welzel; Chapter 3 Nationalism and School Music in Australia, Jane Southcott; Chapter 4 National Identity in the Taiwanese System of Music Education, Wai-Chung Ho; Chapter 5 A National Anthem, Carlos R. Abril; Chapter 6 Nationalism and Patriotism, Ambigay Raidoo Yudkoff; Chapter 7 Soundscapes of a Nation(alism), Eugene Dairianathan, Chee-Hoo Lum; Chapter 8 Conflicting Perspectives on Patriotism Within Music Education in the United States During Wartime, Amy C. Beegle; Chapter 9 "We Stand on Guard for Thee", Kari K. Veblen; Chapter 10 Nationalism and Music Education, Marja Heimonen, David G. Hebert; Chapter 11 Conclusions and Recommendations, David G. Hebert, Alexandra Kertz-Welzel;

Music has long served as an emblem of national identity in educational systems throughout the world. Patriotic songs are commonly considered healthy and essential ingredients of the school curriculum, nurturing the respect, loyalty and 'good citizenship' of students. But to what extent have music educators critically examined the potential benefits and costs of nationalism? Globalization in the contemporary world has revolutionized the nature of international relationships, such that patriotism may merit rethinking as an objective for music education. The fields of 'peace studies' and 'education for international understanding' may better reflect current values shared by the profession, values that often conflict with the nationalistic impulse. This is the first book to introduce an international dialogue on this important theme; nations covered include Germany, the USA, South Africa, Australia, Finland, Taiwan, Singapore and Canada.