Introduction by the guest editors: global music history in the classroom

As indicated by conferences, symposiums, and panels organized by study groups in the American Musicological Society and International Musicological Society, global music history has become an emerging subfield since the 2010s. Monographs, scholarly articles, and collections of essays identify field-defining concepts that enable scholars to design new courses on global music history. However, insufficient scholarly literature assesses approaches to teaching music history from global perspectives. This special issue is intended to address this gap. The guest editors have invited scholars to share their experiences teaching or designing courses on this topic for various curricula. Rather than assuming a one-size-fits-all approach to teaching global music history, contributors critically examine their pedagogical practices and identify challenges that some may find difficult to overcome. A key finding is that effective teaching of global music history courses appears more heavily contingent upon contextual factors such as student demographics and institutional support than some might think.