Indian music teachers’ agency when establishing an in-school music education programme in schools

The purpose of this study is to examine music teacher agency within the frames of an in-school music education program in India, as it unfolds in a collaboration between India and Norway. The concept of relational agency, informed by cultural-historical activity theory (Edwards, 2005) constitutes the theoretical framework. The study draws on six interviews with music teachers and one leader of a music school in India. Important for the development of the in-school music program, has been establishing a community of music teachers, which fosters an environment of inclusivity, safety, and professional values. Central to these values is a vision of a music program that sees every child as musically talented and promotes active participation, emphasizing student well-being as much as musical learning. The musical material developed in the collaboration, embodies these professional values and standards. Teacher agency, distinct from teacher autonomy, requires the capacity to align with and negotiate the professional values in the community. Essential to the community is the establishment of a relational infrastructure that enhances agency.