Welcome to the APME Liverpool 2025 conference. Here, you’ll be able to register for the conference and update your Sched profile. We encourage you to browse the various presentations and to create a custom schedule. If you have any questions, please visit our conference website or contact us at conference@popularmusiceducation.org We look forward to coming together as a community July 22–24, 2025!
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This session will detail the work being done at the SENSES Project, a music/podcast creation space at Syracuse University focused on increasing sense of belonging for first generation and other marginalized student groups. The space offers free access to equipment and education around music production, DJing, podcasting, and much more.
The Power of Student Voice: Define student voice and its significance in curriculum co-construction, drawing on research findings.
Insights from the Field: Share qualitative data from teacher interviews and student focus groups to illustrate the impact of integrating student perspectives.
Discussion Catalyst: Pose questions about the barriers and opportunities for amplifying student voice in music education to inspire further conversation.
Practical Strategies: Offer actionable recommendations for educators to create inclusive and collaborative music curricula.
“The jam session is…the…true academy ” according to Ralph Ellison. Jam sessions continue to exist and have branched out into other styles, like blues, rock, and funk, better known as “open jams.” Where do open jams and PME align and conflict? How do we better create “the true academy”?
This panel explores how music education can better support students’ mental health by addressing industry-related challenges. Attendees will gain insights into current training gaps, discover successful wellbeing initiatives, and leave with practical tools to foster resilience, self-awareness, and sustainability in the next generation of musicians.
This study explores the role of music as a resource for the social inclusion of migrants and refugees, addressing linguistic, cultural, and social barriers. Qualitative research and practical activities examine how musicking fosters belonging, identity, and cohesion, contributing to more equitable and inclusive educational and social environments.
This doctoral research explored the development of a framework aimed at transforming UK music education to be more inclusive, diverse, and equitable, particularly for Black pupils. This research aims to offer concrete recommendations for educators and policymakers to foster a more culturally responsive and equitable music education system that resonates with and benefits all students.
