The majority of European states are democratic. The significance and appeal of democracy in Europe lies in its capacity to protect civil liberties, ensure political accountability, and promote long-term economic and social stability. Democratic systems are associated with low levels of corruption and high levels of innovation due to the transparency and participation they demand (Acemoglu & Robinson 2012). These traits have made European democracies attractive both to their own citizens and to observers around the world. Moreover, institutions such as the European Union reinforce democratic norms by linking political participation with access to shared prosperity and peace.

In recent years, democracy as a political and societal system has come under increasing pressure. Rising populism, digital misinformation, political apathy among young people in some regions, and the growing complexity of global challenges all underscore the need for education that strengthens democratic values and participatory competencies. In response to these developments, democracy education has become a central concern in educational discourse, particularly within the European context (Biesta 2011; Barbehön & Wohnig 2022).

Democracy education is not limited to civic or political instruction, but rather encompasses the cultivation of attitudes, skills, and practices essential for living together in pluralistic societies. Education theorists such as Amy Gutmann (1999), Gert Biesta (2011, 2021), and Danielle Allen (2004) emphasize the importance of creating spaces for deliberation, inclusion, agency, and shared responsibility. Schools as well as teacher education play a crucial role in this process, and all subjects—including music—have the potential to contribute meaningfully to democracy education.

In music pedagogy, the democratic dimensions of teaching and learning have gained increasing scholarly attention. Music education research has explored student voice and agency (Spruce, 2016), participatory learning environments, and socially engaged musical practices (Hess 2019). However, there is still much to be done to ensure that democratic education takes a proper place in music education. This also includes questions of critical positioning such as: What importance should democratic education have in an artistic-creative school subject? To what extent is music education primarily about the aesthetic experience of and with music, and to what extent about activism or social engagement? And what current concepts—such as artistic or global citizenship—could be helpful here?

The 33rd EAS Conference in Vienna “Advance Democracy. Participation, Diversity, and Social Cohesion in Music Education” brings together scholars, educators, and practitioners to explore how music education in schools can support and reflect democratic values and participation, and how, through this and a coherent approach to diversity, it can further strengthen social cohesion. We seek contributions that explore the conceptual, empirical, and practical intersections of music pedagogy and democracy education. The goal is to advance both theoretical understandings and practical innovations that enable music classrooms to become spaces for democratic experience and transformation.

Possible Topics Include

1.Music education and social cohesion

• Music education that seeks to overcome social barriers.
• Music education approaches that help groups live and work better together.

2. Democratic and participatory processes through music and the arts

• Music classrooms as democratic public spheres: opportunities and challenges
• Student agency, voice, and participation in music learning

3. Music education, power and politics

• Music as a medium for critical thinking, dialogue, and social critique
• Awareness about music used as a symbol of power or as a political tool

4. Music education in a democratic and diverse Europe

• Comparative and international perspectives on democratic music education
• Curriculum and educational policy developments

5. Diversity in music education

• Inclusive and culturally responsive music education
• Approaches that give diverse voices a place in music education

6. Encounter and exchange through music and music education

• Relationships between music education foci and world issues
• Approaches that focus on exchange, networking and connection

7. Current and future trends affecting music education nationally and internationally

• Music education that addresses what is important now and in the future to continue living well together
• Knowledge about how music education can be made sustainable in the countries of Europe and the world and how to effectively advocate for its importance.

The European Association for Music in Schools brings together music educators, student teachers, teacher educators, artists and researchers who are committed to developing and improving music education throughout Europe and beyond. The Vienna Conference will offer opportunities to continue to develop our strong European network and to establish new connections, to share ideas, and to discuss. Join us for a broad range of paper presentations, symposia, open sessions, workshops, special focus groups and concerts.

Proposals are invited for

• Research Papers (20 + 10 minutes discussion)
• Practice Papers (20 + 10 minutes discussion)
• Symposia (90 minutes)
• Roundtable Sessions (60 minutes or 90 minutes)
• Workshops (45 or 90 minutes)
• Posters

Extended Deadline for abstract submissions:
Wednesday, October 15th, 2025.

Please submit your abstract submissions (max. 300 words) on our conference platform: https://www.conftool.org/eas2026/