Danielle Treacy



Dr. Danielle Treacy is a Researcher and Lecturer in the Sibelius Academy of the University of the Arts Helsinki. She currently conducts research in the projects Music Education, professionalism and ecoPolitics and Tran­si­tion path­ways to­wards gen­der in­clu­sion in the chang­ing mu­si­cal land­scapes of Nepal (am­pli­fy­Her). In addition to her work as a researcher, Treacy teaches in the Doctoral School of Music Education, Jazz and Folk Music and the Department of Global Music. She holds a Bachelor of Music specialising in music education (University of Toronto), a Bachelor of Education (Queen’s University, Canada), a Master of Arts in education specialising in development and international cooperation (University of Jyväskylä), and a Doctor of Music (Sibelius Academy of the University of the Arts Helsinki). She has worked as an elementary school music teacher in Egypt and Singapore, a classroom teacher and English as an Additional Language teacher in Finland, and trumpet, piano, and theory teacher in music institutions in Canada. She has collaborated and co-authored in the projects Global Visions through Mobilizing Networks led by Professors Heidi Westerlund and Sidsel Karlsen and Learning In and Through the Arts in Higher Education led by Professor Helena Gaunt. Treacy has published peer-reviewed international journal articles and book chapters, and presented her work at numerous international conferences. Her contribution to the international community of music educators has also included guest editing a special edition of the Finnish Journal of Music Education (2020 1-2), coordinating the Cultural Diversity in Music Education conference in Helsinki, Finland in 2015, serving on the scientific committee for the Cultural Diversity in Music Education conference in Tel Aviv, Israel in 2019, and being a member of the steering committee and chairing the scientific committee for the ISME South Asia regional conference in Kathmandu, Nepal in 2019. Currently, Treacy is an editor of the Nordic Research in Music Education journal.

Research and publications

Peer Reviewed Journal Articles 

  1. Treacy, D. (2022). Appreciating situations of breakdown for researcher reflexivity. Action Research. https://doi.org/10.1177/14767503211073083
  2. Westerlund, H., Karlsen, S., Kallio, A. A., Treacy, D. S., Miettinen, L., Timonen, V., Gluschankof, C., Ehrlich, A., & Shah, I. B. (2021). Visions for intercultural music teacher education in complex societies. Research Studies in Music Educationhttps://doi.org/10.1177/1321103X211032490
  3. Treacy, D. S. & Gaunt, H. (2021). Promoting interconnections between reflective practice and collective creativity in higher arts education: The potential of engaging with a reflective matrix. Reflective Practice, 22(4), 488–500https://doi.org/10.1080/14623943.2021.1923471
  4. Gaunt, H., & Treacy, D. S. (2020). Ensemble practices in the arts: A reflective matrix to enhance team work and collaborative learning in higher education. Arts and Humanities in Higher Education, 19(4), 419–444. https://doi.org/10.1177/1474022219885791
  5. Treacy, D. S. (2020). “Because I’m a girl”: Troubling shared visions for music education. Research Studies in Music Education, 42(3), 310–325. https://doi.org/10.1177/1321103X19845145  
  6. Treacy, D. S., & Westerlund, H. (2019). Shaping imagined communities through music: Lessons from the school song practice in Nepal. International Journal of Music Education, 37(4), 512–523. https://doi.org/10.1177/0255761419850251

Chapters in Research Books

  1. Treacy, D. S., Thapa, S., & Neupane, S. K. (2021). “Where the social stigma has been overcome”: The politics of professional legitimation in Nepali music education. In A.A. Kallio, H. Westerlund, S. Karlsen, K. Marsh, & E. Saether (Eds.). The Politics of Diversity in Music Educationpp. 119–132. Landscapes: the Arts, Aesthetics, and Education, vol 29. Springer. https://doi.org/10.1007/978-3-030-65617-1_9
  2. Treacy, D. S. (2020). Engaging practitioners as inquirers: Co-constructing visions for music teacher education in Nepal. In H. Westerlund, S. Karlsen, S. & H. Partti (Eds.), Visions for Intercultural Music Teacher Education, pp. 195–214. Landscapes: the Arts, Aesthetics, and Education, vol. 26. Springer. https://doi.org/10.1007/978-3-030-21029-8_13 
  3. Treacy, D. S., Timonen, V., Kallio, A. A., & Shah, I. (2019). Imagining ends-not-yet-in-view: The ethics of assessment as valuation in Nepali music education. In D. J. Elliott, M. Silverman, & G. E. McPherson (Eds.), Oxford Handbook of Philosophical and Qualitative Perspectives on Assessment in Music Education, pp. 411–429. Oxford University Press. doi: 10.1093/oxfordhb/9780190265182.013.33 

Doctoral Dissertation

  1. Treacy, D. S. (2020). Imagining possibilities: Musician-teachers co-constructing visions in the Kathmandu Valley. Sibelius Academy of the University of the Arts Helsinki. Studia Musica 80. http://urn.fi/URN:NBN:fi-fe202002145503