Abstract
This research investigates music education policies and practices in New Zealand and Catalonia, through the analysis of curriculum documents and interviews with music education practitioners, and expands the analysis of context to English-speaking countries (Australia, Canada, United Kingdom, and the United States of America) and Southwestern European countries (France, Italy, Portugal, and Spain) respectively. The aim of the present research is to provide elements to enhance the discussion and knowledge of implications of policy making, useful not only for those involved with music education in the analysed countries but also for those involved with music education in other countries that may face similar challenges. The research questions involve the analysis of relations, convergences, and divergences between and within English-speaking countries and Southwestern European countries’ curricula, and between New Zealand and Catalonia as case studies. This comparative study, grounded within qualitative objectives, is approached through a mixed-methods multilevel model. While the wording of the curricula may differ, several trends and challenges are common: a shift in curriculum development towards an open curriculum and praxial music education, through a student-centred approach, a focus on key competences and essential learnings, and educational policies driven by international testing that prioritises numeracy and literacy over other areas of knowledge. This international comparative approach allows for broader and forward-looking perspectives on curriculum design and implementation.