Journals and publications

Publications

2024

• Higgins, L. (In Press, 2024). Thinking Community Music. Oxford University Press.
• Higgins, L., & Gibson, S. J. (Eds.). (In Press, 2024). Ethno Music Gatherings: Pedagogy, Experience, Impact. Intellect.
• Birch, C., Clift, S., Currie, R., Dawson, W. (2024). Singing, Identity and Wellbeing. In Morgan-Ellis, E. & Norton, K. (Eds.), Oxford Handbook of Community Singing. Oxford University Press.
• McAteer, N., & Wells, R. (In Press). Community Music and its Political Imperative: Music making and the struggle for social justice. In J. Nichols (Ed.), The Sage Handbook on School Music Education. Sage.
• Gibson, S (In Press) - ‘Experience, understanding and intercultural competence: The Ethno Programme’ in Teaching Music Performance in Higher Education: exploring the potential of artistic research, edited by Jorge Salgado Correia, Gilvano Dalagna, Helen Julia Minors and Stefan Ostersjo, OpenBook Publishers.

2023

• Gibson, S.-J. (2023). Building Community Choirs in the Twenty-First Century: Re-imagining Identity through Singing in Northern Ireland. Intellect.
• Gibson, S. J., & Higgins, L. (2023). Intersections between Grassroots Choral Music Practice and Community Music Principles in Northern Irish Community Choirs. In C. Dromey (Ed.), Companion to Applied Musicology. Routledge.

2022

• Birch, C. (2022). Hidden voices: Towards a trauma-informed framework of community music practice. International Journal of Community Music, 15(1), 143-164. DOI: 10.1386/ijcm_00055_1
• Humphrey, R. (2022). Working musically with care-experienced children and their families in the early years. British Journal of Music Education,39(3), 302-313. doi:10.1017/S026505172200033X
• Birch, C. (2022). The Use of Trauma-Informed Community Music Practice in Enabling Narrative Through Song Writing. In Griffin, S. and Niknafs, N. (Eds.),Traumas Resisted and (Re)Engaged: Inquiring into Lost and Found Narratives in Music Education. Springer. (In press)
• Gibson, S. J., Higgins, L., & Schippers, H. (2022). Understanding the Magic of Ethno: Key Findings of Ethno Research 2019-2022. https://www.ethnoresearch.org/

2021

• Birch, C. (2021). Voices from the Inside: Working with the Hidden Trauma Narratives of Women in Custody. In Bradley, D. and Hess, J. (eds), Trauma and Resilience in Music Education: Haunted Melodies. New York: Routledge
• Gibson, S. (2021) ‘Shifting from Offline to Online Collaborative Music-Making, Teaching and Learning: Perceptions of Ethno-World Music Mentors’. Music Education Research. https://www.tandfonline.com/doi/full/10.1080/14613808.2021.1904865
• Humphrey, R (2021). Digital Music-making with children in the care system. Sounding Board: 2021/2022 (1)
• Humphrey, R (2021). Delving Deeper into the discourse. How concepts of ownership, empowerment and transformation are central to community music practice. Sounding Board: 2020/21 (4)
• Currie, R., Chalcraft, J., Boswall, K., Gottesman, S., & Higgins, L. (2021). An evaluation of the design, development and direction of MOVE.
• Gibson, S, and Higgins, L. (2021). The Ethno Hope Sessions: Sustaining intercultural musical exchange during the COVID-19 pandemic. Journal of Music, Health and Wellbeing (Autumn 2021). Available online.

2019

• Currie, R., & Higgins, L. (2019). From Problem to Progression: [Re}conceptualizing a Young People's Music Program in the UK. In B. Kaufman & L. Scripp (Eds.), Music Learning as Youth Development (pp. 95 - 112). New York: Routledge.
• Campbell, P. S., & Higgins, L. (2019). Intersections between ethnomusicology, music education, and community music. In S. Pettan & J. T. Titon (Eds.), Public Ethnomusicology, Education, Archives and Commerce (pp. 156-188). New York: Oxford University Press.
• Higgins, L. (2019). Community Music: In Theory and in Practice (Korean Translation). New York: Oxford University Press.

2018

• Bartleet, B.-L., & Higgins, L. (Eds.). (2018). The Oxford Handbook of Community Music. New York: Oxford University Press.
• Coffman, D., & Higgins, L. (2018). Community Music Ensembles. In G. McPherson & G. F. Welch (Eds.), Vocal, Instrumental, and Ensemble Learning and Teaching: An Oxford Handbook of Music Education (Vol. 3, pp. 301-316). New York: Oxford University Press.
• Higgins, L. (2018). The Community in Community Music. In G. McPherson & G. F. Welch (Eds.), Special Needs, Community Music, and Adult Learning: An Oxford Handbook of Music Education (Vol. 4, pp. 104-119). New York: Oxford University Press.
• Higgins, L., & Bartleet, B.-L. (2018). The Community Music Facilitator and School Music Education. In G. McPherson & G. F. Welch (Eds.), Teaching in Infancy, Childhood, and Adolescence: An Oxford Handbook of Music Education (Vol. 2, pp. 277-294). New York: Oxford University Press.

2017

• Higgins, L., & Willingham, L. (2017). Engagement in Community Music: An introduction. New York: Routledge.
• Higgins, L. (2017). Community Music verstechen - Theorie ans Praxis. In B. Hill & A. d. Banffy-Hall (Eds.), Community Music - Beiträge zur Theorie und Praxis aus internationaler und deutscher Perspektive (pp. 45-61). Waxmann: Münster.
• de Bánffy-Hall, A., Higgins, L., & Kellmeyer, T. (2017). Community Music meets Stadttheater. Theater der Zeit(26), 140-142.

2015

• Higgins, L. (2015). Hospitable Music Making Community Music as a Site for Social Justice. In C. Benedict, P. Schmidt, G. Spruce, & P. G. Woodford (Eds.), The Oxford Handbook of Social Justice and Music Education (pp. 446-455). New York: Oxford University Press.
• Campbell, P. S., & Higgins, L. (2015). Intersections between ethnomusicology, music education, and community music. In S. Pettan (Ed.), Applied Ethnomusicology. (pp. 638-688). New York: Oxford University Press.
• Higgins, L., & Campbell, P. S. (2015). Ideas for Instrumental Music Making. In S. L. Burton & A. H. Snell (Eds.), Engaging Music Practices: A sourcebook for Instrumental Music. Lanham: Roman and Littlefield Education.
• Mantie, R., & Higgins, L. (2015). Paideia con Salsa: Charles Keil, Groovology, and the Undergraduate Music Curriculum. Symposium, 55.