Announcements

This section serves as a direct communication channel between the journal and its readers and authors. Updates of interest for our users, calls for papers and special announcements will be published here

  • Volume 20, Number 39 (April, 2027) Innovating to transform: challenges of social justice in music education

    2025-10-27

    Call for Papers: Volume 20, Number 39 (April, 2027)

    Innovating to transform: challenges of social justice in music education

    Music education today faces one of its greatest challenges: contributing to the construction of more just, inclusive and equitable societies. From a critical and transformative perspective, this monograph invites reflection on the role of music and music education as tools for innovation and social justice in the 21st century.

    The aim of this call for papers is to bring together research, experiences and proposals that analyse how music education can become a driver of social change, addressing both the structural challenges and the pedagogical, community and cultural opportunities that emerge in a diverse and constantly changing world.

    The aim is to create a space for dialogue between researchers, teachers and professionals who, from different disciplines and contexts, contribute their views on how to innovate in order to transform, placing social justice at the centre of music education.

    This new issue of the Journal of Learning Styles, to be published in April 2027, will promote the dissemination of pedagogical proposals that address the design, implementation and evaluation of educational resources and teaching experiences based on music and the arts, in all their cross-cutting and interdisciplinary dimensions.

    Therefore, this call for papers seeks to publish research articles, studies, experiences and educational practices that highlight the following guiding themes:

    • Educational innovation and social justice in music teaching.
    • Critical music education: approaches to equity and inclusion.
    • Music and citizen participation: community and transformative experiences.
    • Gender, diversity and social justice in music education.
    • Digital technologies and resources as tools for musical equity.
    • Music education and human rights: foundations and practices.
    • Music as a tool for resistance, resilience and social empowerment.
    • Teacher training from a social justice perspective.
    • Global challenges for music education in vulnerable contexts.
    • New horizons for research in music, innovation and social transformation.

    Information for authors

    Submission of full articles: from 1 October 2026
    Publication guidelines: manuscripts must comply with the editorial guidelines and publication standards of the Estilos de Aprendizaje journal.

    Participation

    Research articles, case studies, pedagogical experiences, theoretical reviews and innovative projects that analyse the intersections between music, innovation and social justice in education will be accepted.

    Deadline: 1 November 2026

     

    Guest coordinators:

    Cristina Arriaga, University of the Basque Country, Spain.

    Cristina.arriaga@ehu.eus

    Natalia Puerta, University of Valle, Cali, Colombia.

    natalia.puerta@correounivalle.edu.co

    Read more about Volume 20, Number 39 (April, 2027) Innovating to transform: challenges of social justice in music education

  • Volume 19, Number 37 (April, 2026). Educating in diversity through musical and artistic proposals.

    2025-02-14

    Diversity in the classroom is becoming increasingly evident in the educational panorama. We are progressively abandoning closed programmes in search of greater flexibility and adaptation to the differential traits of students. There is a need to provide training for future teachers and ongoing training for education professionals in order to take advantage of the opportunities for social and cultural enrichment that this diverse reality offers us in all areas of education. This monograph proposes works based on musical and artistic experiences that contribute to increasing inclusion in the classroom in all its approaches: social, cultural, economic, due to cognitive or physical limitations, etc. In search of an increasingly necessary full inclusion. To this end, we must provide teachers with realistic and accessible resources, complete and quality training, as well as carry out an important task of accompanying pupils' families at an early age, as the comprehensive development of children can only be understood through cooperation between the family and the teacher.

    Read more about Volume 19, Number 37 (April, 2026). Educating in diversity through musical and artistic proposals.