Editorial

The current issue of Nordic Research in Music Education presents six research articles that in various ways call into question beliefs and established truths within music education, such as perceptions of teacher qualifications for music activities in preschool and primary school, and who institutions select and educate to become music teachers. Furthermore, the articles address how notions of diversity, intercultural music education and genre categorizations influence the construction of content in music education, and what happens when these categories travel between music cultures and their reconstruction as content in the classroom.