Marginalized Voices in Music Education explores the American culture of music teaching and learning by looking at marginalization and privilege in music education as a means to critique prevailing assumptions and paradigms. In ten contributed essays, authors set out to expand notions of who we believe we are as music educators and who we want to become. This book is a collection of perspectives by some of the leading and emerging thinkers in the profession, and identifies cases of individuals or groups who have experienced marginalization. It shares the diverse stories in a struggle for inclusion, with the goal to begin or expand conversation in undergraduate and graduate courses in music teacher education. Through the telling of these stories, the authors hope to recast music education as fertile ground for transformation, experimentation, and renewal.