Heidi Westerlund

  • Professori, musiikkikasvatus, tohtorikoulutus, S/MuTri-tohtorikoulu, Sibelius-Akatemia
  • +358505015622

Esittely

Heidi Westerlund is a professor at the Sibelius Academy, University of the Arts Helsinki, Finland, where she is also responsible for music education doctoral studies. She has published widely in international journals and books and is the co-editor of Collaborative learning in higher music education (Ashgate, 2013/2016), Musiikkikasvattaja. Kohti reflektiivistä käytäntöä (PS, 2013), Music, Education, and Religion: Intersections and Entanglements (Indiana University Press, 2019), Visions for intercultural music teacher education (Springer, 2020), The Politics of Diversity in Music Education (Springer, 2021) and Expanding Professionalism in music and higher music education – A Changing Game (Routledge, 2021). She has served in several editorial boards and as the Editor-in-chief of the Finnish Journal of Music Education. Her research interests include higher arts education, music teacher education and professionalism in the arts, collaborative learning, cultural diversity, and democracy in music education. She is currently leading two research projects funded by the Academy of Finland: The arts as public service: Strategic steps towards equality (2015-2021) and Global visions through mobilizing networks: Co-developing intercultural music teacher education in Finland, Israel and Nepal (2015-2020). She acts as the Co-PI of Music for social impact: practitioners’ contexts, work, and beliefs, Arts and Humanities Research Council, UK (2020-2022), and has led the collaborative project ‘Systems Analysis and the Lyon Model of Music’ together with Lyon Conservatory and the Sibelius Academy (funded by the Institut Francais in Helsinki, the French Ministry of Higher Education, Research and Innovation and the Finnish Society for Science and Letters 2019). She is one of the applicants and Finnish team members in the ERASMUS+ project, ”Rethinking Music Performance in European Higher Education Institutions” (REACT) (2020-2023). She is the Co-PI in the project Music Education, Professionalism, and Eco-Politics, funded by the Academy of Finland for 2021-2025.

Opetus

Responsible for music education doctoral studies at the Sibelius Academy.

Tutkimus ja julkaisut

Valikoidut julkaisut/Selected publications

Books

Westerlund, H. & Gaunt, H. (eds.) (2021) Expanding professionalism in music and higher music education – A Changing Game. Routledge. https://www.taylorfrancis.com/books/oa-edit/10.4324/9781003108337/expanding-professionalism-music-higher-music-education-heidi-westerlund-helena-gaunt?refId=9ecd587a-b8be-48da-810c-98903f3568fb

Kallio, A., Karlsen, S., Marsch, K., Saether, E. & Westerlund, H. (2021) The Politics of Diversity in Music Education. Landscapes: Arts, Aesthetics 29, Springer. https://link.springer.com/book/10.1007%2F978-3-030-65617-1

Westerlund, H., Karlsen, S. & Partti, H. (eds.). (2020). Visions for intercultural music teacher education. Landscapes: Arts, Aesthetics 26. Springer. https://link.springer.com/book/10.1007%2F978-3-030-21029-8

Kallio, A., Alperson, P. & Westerlund, H. (eds.). (2019). Music, Education, and Religion: Intersections and Entanglements. Indiana: Indiana University Press.

Gaunt, H. & Westerlund, H. (eds.). (2013). Collaborative Learning in Higher Music Education. London: Ashgate. Reprinted by Routledge in 2016.

Juntunen, M.-L., Nikkanen, H. & Westerlund, H. (eds.). (2013). Musiikkikasvattaja. Kohti reflektiivistä käytäntöä. Jyväskylä: PS-kustannus.

Peer-reviewed journal articles/book chapters

Westerlund, H., Karttunen, S., Lehikoinen, K., Laes T., Väkevä, L. & Anttila, E. (in print) Expanding professional responsibility in arts education: Social innovations paving the way for systems reflexivity. International Journal of Education & the Arts.

Westerlund, H., Karlsen, S., Kallio, A. A., Treacy, D. S., Miettinen, L., Timonen, V., Gluschankof, C., Ehrlich, A. & Shah, I. B. (in print) Visions for Intercultural Music Teacher Education in Complex Societies. Research Studies in Music Education.

Westerlund, H., Kallio, A. & Karlsen, S. (in print) Interrogating intercultural competence through a ‘pedagogy of interruption’: A meta-synthesis of intercultural outreach projects in music teacher education. Research Studies in Music Education.

Odendaal, A. & Westerlund, H. (in print) The politics of memory in music education: (Re)imagining collective futures in pluralist societies. Philosophy of Music Education Review.

Gaunt, H. & Westerlund, H. (2021). Invitation. In H. Westerlund & H. Gaunt (eds.) Expanding professionalism in music, performing arts, and higher arts educationA changing game (pp. xiii-xxxiii). Routledge, Sempre. https://www.taylorfrancis.com/books/oa-edit/10.4324/9781003108337/expanding-professionalism-music-higher-music-education-heidi-westerlund-helena-gaunt?refId=9ecd587a-b8be-48da-810c-98903f3568fb

Laes, T., Westerlund, H., Saether, E. & Kamensky, H. (2021). Practicing civic professionalism through inter-professional collaboration: Reconnecting quality with equality in the Nordic music school system. In H. Westerlund & H. Gaunt (eds.) Expanding professionalism in music and higher music education – A changing game (pp. 16-29). Routledge, Sempre. https://www.taylorfrancis.com/books/oa-edit/10.4324/9781003108337/expanding-professionalism-music-higher-music-education-heidi-westerlund-helena-gaunt?refId=9ecd587a-b8be-48da-810c-98903f3568fb

Hautsalo, L. & Westerlund, H. (2021) The ‘operatic of opera’ in music history pedagogy –Exploring the temporal narrativization of opera. Nordic Research in Music Education, Yearbook 2(1), 71-88. https://doi.org/10.23865/nrme.v2.3024

Kallio, A. A., Marsh, K., Westerlund, H., Karlsen, S. & Sæther, E. (2021) Introduction. In A. Kallio, S. Karlsen, K. Marsch, E. Saether & H. Westerlund (eds.) The Politics of Diversity in Music Education (pp. 47-61). Landscapes: Arts, Aesthetics 26. Springer. https://link.springer.com/chapter/10.1007/978-3-030-65617-1_1

Koskela, M., Kuoppamäki A., Karlsen, S. & Westerlund, H. (2021). The paradox of democratic popular music education. Intersectionazing ‘youth’ through curriculum analysis. In A. Kallio, S. Karlsen, K. Marsch, E. Saether & H. Westerlund (eds.) The Politics of Diversity in Music Education (pp. 135-149). Landscapes: Arts, Aesthetics 29, Springer. https://link.springer.com/chapter/10.1007/978-3-030-65617-1_10

Timonen, V., Westerlund, H. & Juntunen, M.-L. (2021). Politics of Reflexivity in Music Teachers’ Intercultural Dialogue. In A. Kallio, S. Karlsen, K. Marsch, E. Saether & H. Westerlund (eds.) The Politics of Diversity in Music Education (pp. 39-52). Landscapes: Arts, Aesthetics 29, Springer. https://link.springer.com/chapter/10.1007/978-3-030-65617-1_4

Westerlund, H., Karlsen, S. & Kallio, A. (2021). Professional reflexivity and the paradox of freedom. Negotiating Professional Boundaries in a Jewish Ultra-Orthodox Female Music Teacher Education Program. International Journal of Music Education. https://doi.org/10.1177/0255761421988924

Westerlund, H. & Barrett, M. (2020) Narrating arts education research impact in and through research policy: Affordances and constraints for professional transformation. Arts Education Policy Review. DOI 10.1080/10632913.2020.1811819.

Odendaal, A., Levänen, S. & Westerlund, H. (2020) The Mnemonist’s legacy:  On memory, forgetting and ableist discourse in 21st century inclusive music education. Music Education Research 22(3), 360-370 https://doi.org/10.1080/14613808.2020.1759518

Westerlund, H., Väkevä, L. & Laes, T. (2020) Democracy, the arts, and aesthetic education Ed. Encyclopedia of Educational Philosophy and Theory. Springer.

Westerlund, H. (2020) Future narratives: Narrative mania or a resource for activist music education profession? Bulletin of the Council for Research in Music Education Winter 2020, 223, 7-25. DOI: 10.5406/bulcouresmusedu.223.0007

Westerlund, H., Karlsen, S. & Partti, H. (2020) Introduction. In Westerlund, H., Karlsen, S. & Partti, H. (eds.) Visions for intercultural music teacher education (pp. 1-12). Landscapes: Arts, Aesthetics 26. Springer. https://www.springer.com/gp/book/9783030210281

Westerlund, H. & Karlsen, S. (2020). Epilogue: Music Teacher Education Engaging with the Politics of Diversity. In Westerlund, H., Karlsen, S. & Partti, H. (eds.) Visions for intercultural music teacher education, (pp. 215-219). Landscapes: Arts, Aesthetics 26. Springer. 10.1007/978-3-030-21029-8_14

Miettinen, L., Westerlund, H., Gluschankof, C. (2020) Narrating change, voicing values and visions for intercultural music teacher education. In Westerlund, H., Karlsen, S. & Partti, H. (eds.) Visions for intercultural music teacher education (pp.  177-193). Springer. https://www.springer.com/gp/book/9783030210281

Kallio, A. & Westerlund, H. (2020). The discomfort of intercultural learning in music teacher education. In Westerlund, H., Karlsen, S. & Partti, H. (eds.) Visions for intercultural music teacher education, (pp. 47-61). Springer. https://www.springer.com/gp/book/9783030210281

Westerlund, H. (2019) The return of moral questions: Expanding social epistemology in music education. Music Education Research 21(5), 503-516. DOI/MS ID: 10.1080/14613808.2019.1665006

Westerlund, H., Kallio, A. & Partti, H. (2019) The Performativity of Performance: Agency at the Intersection of Music and Religion in School. In Kallio, A., Alperson, P. & Westerlund, H. (eds.) Music, Education, and Religion: Intersections and Entanglements, (pp. 55-67). Bloomington, IN: Indiana University Press.

Kallio, A., Alperson, P. & Westerlund, H. (2019) Introduction. In A. Kallio, P. Alperson & H. Westerlund (eds.) Music, Education, and Religion: Intersections and Entanglements (pp. 1-12). Bloomington, IN: Indiana University Press.

Treacy, D. & Westerlund, H. (2019) Shaping imagined communities through music: Lessons from the School Song practice in Nepal. International Journal of Music Education 1-2, 512-523. DOI: 10.1177/025576141985025

Westerlund, H., Väkevä, L. & Ilmola-Sheppard, L. (2019). How Music Schools Justify Themselves: Meeting the Social Challenges of the 21st Century. European Perspectives on Music Education, (pp. 15-33). St. Pölten: Musikschulmanagement Niederästerreich GmbH.

Laes, T., Westerlund, H., Väkevä, L. & Juntunen, M.-L.(2018). Suomalaisen musiikkioppilaitosjärjestelmän tehtävä nyky-yhteiskunnassa: Ehdotelma systeemiseksi muutokseksi. Musiikki 2, 5-25.

Odendaal, A., Levänen, S. & Westerlund, H. (2018). Lost in translation? Reexamining neuroscientific research and the claimed transfer benefits of musical practice. Music Education Research 1, 1, 4-19. Doi 10.1080/14613808.2018.1484438.

Westerlund, H. & Partti, H. (2018). A cosmopolitan culture-bearer as activist: Striving for gender inclusion in Nepali music education. International Journal of Music Education 36, 4, 531-546. doi/pdf/10.1177/0255761418771094.

Miettinen, L., Glushankoff, C., Karlsen, S. & Westerlund, H. (2018). Initiating mobilizing networks: Mapping intercultural competences in two music teacher programs in Israel and Finland. Research Studies in Music Education 40(1), 67 –88.  doi:10.1177/1321103X18757713.

Laes, T. & Westerlund, H. (2018). Performing disability in music teacher education: Moving beyond inclusion through expanded professionalism. International Journal of Music Education 36(1), 34-46. DOI: 10.1177/0255761417703782

Westerlund, H. & Karlsen, S. (2017). Knowledge production beyond local and national blindspots: Remedying professional ocularcentrism of diversity in music teacher education. Action, Criticism, and Theory for Music Education, 16(3), 78–107. doi:10.22176/act16.3.78

Väkevä, L., Westerlund, H. & Ilmola, L. (2017). Social innovations in music education: Creating institutional resilience for increasing social justice. Action, Criticism, and Theory for Music Education 16(3), 129–47. doi:10.22176/act16.3.129

Nikkanen, H. M. & Westerlund, H. (2017). More than just music – Reconsidering the educational value of music in school rituals. Philosophy of Music Education Review 25(2), 112-127.

Westerlund, H. (2017). Visions for intercultural teacher identity in C21st super diverse societies. In Pamela Burnard, Valerie Ross, Elizabeth Mackinlay, Kimberly Powell, Tatjana Dragovic and Helen Julia Minors (eds.) ‘Building Interdisciplinary and Intercultural Bridges: Where Practice Meets Research and Theory’ (pp. 12-19). BIBACC Publishing.

Barrett, M. & Westerlund, H. (2017). Music Education in the Global Context. In G. Barton & M. Baguley (Eds.) The Palmgrave Handbook of Global Arts Education, (pp. 75-89). London: Palgrave MacMillan. DOI 10.1057/978-1-137-55585-4_575.

Westerlund, H., Partti, H. & Karlsen, S. (2017). Identity formation and agency in the diverse music classroom. In R. MacDonald, D. Miell & D. Hargreaves (eds.) The Oxford Handbook on Musical Identities (pp. 493-509). Oxford: Oxford University Press.

Kallio, A. & Westerlund, H. (2016). The Ethics of Survival: Teaching the traditional arts to disadvantaged children in post-conflict Cambodia. International Journal of Music Education 34(1), 90–103. DOI: 10.1177/0255761415584298

Jansson, S.-M-, Westerlund, H. & Siljamäki, E. (2016). Taide sosiaalisena oppimismuotona – opiskelijoiden kokemuksia jännittämisestä. Aikuiskasvatus 36(1), 37–46.

Karlsen, S., Westerlund, H. & Miettinen, L. (2016). Intercultural practice as research in music education: the imperative of an ethics-based rationale. In P. Burnard, E. Mackinley & K. Powell (eds.) The Routledge International Handbook of Intercultural Arts Research, (pp. 369–379). London & New York: Routledge.

Karlsen, S. & Westerlund, H. (2015). Music teachers’ repertoire choices and the quest for solidarity: Opening arenas for the art of living with difference. In C. Benedict, P. Schmidt, G. Spruce & P. Woodford (eds.) The Oxford Handbook of Social Justice in Music Education (pp. 373-387). Oxford: Oxford University Press.

Partti, H., Westerlund, H. & Lebler, D. (2015). Participatory Assessment and the Construction of Professional Identity in Folk and Popular Music Programmes in Finnish and Australian Music Universities. International Journal of Music Education 33(4), 476–490. doi: 10.1177/0255761415584299

Westerlund, H., Partti, H. & Karlsen, S. (2015). Teaching as improvisational experience: Student music teachers’ reflections on learning during an intercultural project. Research Studies in Music Education 37(1), 55 –75. doi: 10.1177/1321103X15590698.

Kallio, A., Westerlund, H. & Partti, H. (2014). The Quest for Authenticity in the Music Classroom: Sinking or Swimming? Nordic research in music education, Yearbook 15, 205-223.

Westerlund, H. (2014). Learning on the Job: Designing Teaching-led Research and Research-led Teaching in a Music Education Doctoral Program. In Scott Harrison, S. (ed.) Research and Research Education in Music Performance and Pedagogy (pp. 91-103). Dordrecht: Springer (Landscapes: the Arts, Aesthetics, and Education).

Partti, H. & Westerlund, H. (2013). Envisioning collaborative composing in music education: Learning and negotiation of meaning in operabyyou.com. British Journal of Music Education, 30(2), 207–222.

Westerlund, H. & Karlsen, S. (2013). Designing the rhythm for academic community life: Learning partnerships and collaboration in music education doctoral studies. In H. Gaunt & H. Westerlund (eds.) Collaborative Learning in Higher Music Education, (pp. 87-99). London: Ashgate.

Karlsen, S, Westerlund, H., Partti, H.& Solbu, E. (2013). Community Music in the Nordic countries: Politics, research, programs, and educational significance. In Kari Veblen, Stephen J. Messenger, Marissa Silverman & David J. Elliott (eds.). Community music today, (pp. 41-60). Lanham, MD: Rowman & Littlefield Education with NAfME: National Association for Music Education.

Westerlund, H. (2012). What Can a Reflective Teacher Learn From Philosophies of Music Education? From Personal Philosophy to Critical Cultural Readership. In Chris Philpott & Gary Spruce (eds.) Debates in Music Education, (pp. 9-19).  London & New York: Routledge.

Allsup, R. & Westerlund, H. (2012). Through simple discovery. In Palmer, T. &  A. deQuadros (eds.). Summoning the Future of Music Education, (pp. 191-208). Chicago: GIA Publications.

Partti, H. & Westerlund, (2012). Democratic Musical Learning: How the Participatory Revolution in New Media Challenges the Culture of Music Education. In Andrew Brown (ed.) Sound Musicianship: Understanding the Crafts of Music. (Meaningful Music Making for Life), (pp. 300-312) Newcastle: Cambridge Scholars.

Allsup, R. E., Westerlund, H. & Shieh, E. (2012). Music learning and teaching during adolescence: ages 12-18. Chapter 4:3 ”Youth culture and secondary education”. In Gary McPherson and Graham Welch (eds.) The Oxford Handbook of Music Education, vol. 1., (pp. 460-475). Oxford: Oxford University Press.

Allsup, R. & Westerlund, H. (2012). Methods and situational ethics in music education. Action, Criticism, and Theory for Music Education, 11(1), 124-148.

Juntunen, M.-L. & Westerlund, H. (2011). The Legacy of Music Education Methods in Teacher Education:  The Metanarrative of Dalcroze Eurhythmics as a Case. Research Studies in Music Education 33(1), 47–58 .

Westerlund, H. & Väkevä, L. (2011). Who needs theory anyway? Theory and practice in music education in a philosophical outlook. British Journal of Music Education 28(1), 37-49.

Westerlund, H. & Väkevä, L. (2011). Kasvatuksen taide ja kasvatus taiteeseen: Taiteen yleinen ja erityinen pedagoginen merkitys John Deweyn filosofian näkökulmasta. In Eeva Anttila (ed.) Taiteen jälki. Taidepedagogiikan polkuja ja risteyksiä  (pp. 35–55). Teatterikorkeakoulun julkaisusarja 40. Helsinki: Edita.

Karlsen, S. & Westerlund, H. (2010). Immigrant students’ development of musical agency – exploring democracy in music education. British Journal of Music Education 27(3), 225–239.

Westerlund, H. & Väkevä, L. (2009). Dewey ja kasvatuksen taide. Synteesi 28(3), 28–36.

Nikkanen, H. & Westerlund, H. (2009). Musiikkiesitys yhteisöllisen koulukulttuurin rakentajana. Deweyn demokraattiset kasvatusperiaatteet perusopetuksen musiikkikasvatuksessa. Musiikki 39(1), 27–41.

Westerlund, H. (2009). Pluribus novum et veterum: Näkökulmia monikulttuuriseen musiikkikasvatukseen. In J. Louhivuori, P. Paananen & L. Väkevä (eds.) Johdatus musiikkikasvatukseen [Introduction to Music Education], (pp. 148-156). FISME.

Westerlund, H. & Väkevä, L. (2009). Praksialismikeskustelu suomalaisessa musiikkikasvatuksessa [The discourse on praxialism in Finnish music education]. In J. Louhivuori, P. Paananen & L. Väkevä (eds.) Johdatus musiikkikasvatukseen [Introduction to Music Education], (pp. 16-23). FISME.

Westerlund, H. (2008). Justifying music education. A view from the here-and-now value experience. Philosophy of Music Education Review 16(1), 79–95.

Heimonen, M. & Westerlund, H. (2008). Musiikkikasvatus ja filosofia: Yhteisöllisiä näkökulmia [Music education and philosophy: Communal perspectives]. In E. Huovinen & J. Kuitunen (eds.) Musiikki ja filosofia [Music and Philosophy], (pp. 177-195). Tampere: Vastapaino.

Väkevä, L. & Westerlund, H. (2007). The “Method” of Democracy in Music Education. Action, Criticism, and Theory for Music Education 6(4), 96–107.

Westerlund, H. (2006). Garage Rock Band – A Future Model for Developing Musical Expertise? International Journal of Music Education, Showcase, 24(2), 119–125. Reprinted in Music Forum 13(3), 2007, The Music Council of Australia, 38–40, 42.

Westerlund, H. & Juntunen, M.-L. (2005). Music and Knowledge in Bodily Experience. In D. Elliott (ed.) Praxial Music Education: Reflections and Dialogues (pp. 112-122) Oxford University Press.

Westerlund, H. (2005). Musiikin arvo ja arvokokemus musiikkikasvatuksessa. [Value of Music and Value Experience in Music Education]. In A. Padilla & J. Torvinen (eds.) Musiikki, filosofia, estetiikka. Kirjoituksia taiteen ja populaarin merkityksistä. [Philosophy and Aesthetics of Music—Anthology], (pp. 249-266). Helsinki: Helsinki University Press.

Westerlund, H. (2004). Dewey’s notion of experience as a tool for music education. Nordic research on music pedagogy  – Yearbook vol. 7, 37-50.

Westerlund, H. (2003). Reconsidering Aesthetic Experience in Praxial Music Education. Philosophy of Music Education Review 11(1), 45-62. Republished in 2012 in Keith Swanwick (ed.) Music Education: Major Themes in Education, Vol. 1, Theoretical Issues. London & New York: Routledge, 227-243.

Westerlund, H. (2003). Musiikki päämääränä ja välineenä. Deweyn kasvun ja kokemuksen käsitteet musiikkikasvatuksessa. [Music as an end and a means. Dewey’s concepts of growth and experience in music education.] Musiikki, Finnish Musicological Society, 5-21.

Juntunen, M.-L. & Westerlund, H. (2001). Digging Dalcroze, or, Dissolving the Mind-Body Dualism: Philosophical and Practical Remarks on the Musical Body in Action. Music Education Research 3(2), 203-214.

Määttänen, P. & Westerlund, H. (2001). Travel Agency of Musical Meanings? Discussion on Music and Context in Keith Swanwick’s Interculturalism. British Journal of Music Education 18(3), 259-272.

Määttänen, P. & Westerlund, H. (1999). Tradition, Practice, and Musical Meaning. A Pragmatist Approach to Music Education. In F. V. Nielsen, S. Brändström, H. J?rgensen & B. Olsson (eds.). Nordic research on music pedagogy, Yearbook 3, 33-38.

Westerlund, H. (1999). Universal against Contextual Thinking in Multicultural Music Education. Western Colonialism or Pluralism? International Journal of Music Education 33(1), 94-103. Translated in German by H. J. Kaiser and republished, Westerlund, H. 2000. Kolonialismus oder Pluralismus? Universales versus kontextuelles Denken in der multikulturellen Musikerziehing.  Musik & Bildung 6, Dezember/Januar 2000/2001, Schott Musik International, 14-19.

Non-refereed scientific articles  

Sloboda, J., Baker, G., De bisschop, A., Karttunen, S., Mazzola , A., Rojas, J. S., Van Zijl, A., Westerlund, H. & Zapata Restrepo, G. (2020). Music for social impact: An overview of context, policy and activity in four countries, Belgium, Colombia, Finland, and the UK. Finnish Journal of Music Education 23, 1-2, 116-143.

Westerlund, H. (2018). Introduction. Expanding professionalism through social innovations: Towards wider participation in and through music schools in France, Sweden and Finland. Symposium report. Finnish Journal of Music Education 21, 2, 106-107.

Odendaal, A., Levänen, S. Westerlund, H. (2018). Concluding thoughts (Brain, Arts & Education— Symposium Report). Finnish Journal of Music Education 21, 1, 102-104.

Westerlund, H. &  Karlsen,  S.  (2018).  Co- constructing  global  visions  for  intercultural music teacher education. Experiences from a mobilizing network between Finnish, Israeli and Nepali music teachers. Finnish Journal of Music Education 21, 1, 56-63.

Westerlund, H. (2017). ‘Renarrar’ o futuro da Educação Musical: Como a sociedade desafia a nossa profissão no Século XXI. [Renarrating the Future of Music Education: How Society Challenges Our Profession in the 21st Century]. Revista Portuguesa de Educação Musical, 142, 143, 7-16.

Väkevä, L., Westerlund, H. & Juntunen, M.-L. (2015). Teacher as ignorant music master: Some Rancièrian musings on instrumental pedagogy. In J.-O. Gullö & P.-H. Holgersson (eds.) Knowledge formation in and through music–Festschrift in honor of Cecilia K. Hultberg, (pp. 233–242). Royal College of Music.

Heimonen, M. & Westerlund, H. (2015). Lukijalle/Editorial. Finnish Journal of Music Education 18, 2, 4-6.

Heimonen, M. & Westerlund, H. (2015). Lukijalle/Editorial. Finnish Journal of Music Education 18, 1, 4-5.

Westerlund, H. & Heimonen, M. (2014). Lukijalle/Editorial. Finnish Journal of Music Education 17, 1, 4-6.

Westerlund, H. & Heimonen, M. (2013). Lukijalle/Editorial. Finnish Journal of Music Education 16, 1, 4–5.

Westerlund, H. & Heimonen, M. (2012). Lukijalle/Editorial. Finnish Journal of Music Education 15, 2, 4–5.

Westerlund, H. & Heimonen, M. (2012). Lukijalle/Editorial. Finnish Journal of Music Education 15, 1, 4–5.

Odendaal, A. & Westerlund, H. (2012). In Memoriam Christopher Small. Philosophy of Music Education Review 20, 1, 93–94.

Westerlund, H. & Juntunen, M.-L. (2011). From implicit cultural beliefs to the use of explicit reflective stories: Developing critical narratology in music teacher education. In Musik och Kunskapsbildning. En Festskrift till Bengt Olsson, (pp. 185–192). University of Gothenborg. Källered: Intellecta Infolog AB.

Westerlund, H. (2011). Editorial. Finnish Journal of Music Education 14, 1, 6–7.

Westerlund, H. (2010). Seeking the Significance of Music Education: A Review Essay (2009). Lanham, New York, Toronto & Plymouth, UK: MENC and Rowman & Littlefield Education. International Journal of Education and the Arts 11, 6, http://www.ijea.org/.

Westerlund, H. & Väkevä, L. (2010). Onko demokraattinen musiikkikasvatus mahdollista 2010- luvun Helsingissä? [Is democratic music education possible in Helsinki in 2010?] In T. Koskinen, P. Mustonen & R. Sariola (eds.) Taidekasvatuksen Helsinki [The Helsinki of arts education], (pp. 150–157). Lasten ja nuorten taide- ja kulttuurikasvatus. Helsingin kaupungin tietokeskus. Multiprint.

Rikandi, I., Karlsen, S., & Westerlund, H. (2010). Bridging practices in Nordic music education doctoral programmes: Theorising and evaluating the Finnish application of the Piteå model. In C. Ferm Thorgersen & S. Karlsen (Eds.), Music, education and innovation: Festchrift for Sture Brändström, (pp. 165-187). Luleå University of Technology.

Heimonen, M., Laitinen, M. & Westerlund, H. (2009). Sibelius-Akatemiasta valmistuneiden musiikkikasvattajien sijoittuminen työelämään. Musiikki kuuluu kaikille. Koulujen musiikinopettajien 100-vuotisjuhlakirja, (pp. 233–238). KMO.

Westerlund, H. & Muukkonen, M. (2009). Yleissivistys musiikissa – Mihin koulu kasvatti ja kasvattaa. Musiikki kuuluu kaikille. Koulujen musiikinopettajien 100-vuotisjuhlakirja, (pp. 239– 243). KMO.

Westerlund, H. (2009). A response to Susan Laird, “Musical hunger: a philosophical testimonial of miseducation”. In Dialogue. Philosophy of Music Education Review 17, 1, 81–85.

Westerlund, H. (2009). Lukijalle/Editorial. Finnish Journal of Music Education 12, 1, 6.

Westerlund, H. (2009). Lukijalle/Editorial. Finnish Journal of Music Education 12, 2, 6– 7.

Heimonen, M. & Westerlund, H. (2008). Lukijalle/Editorial. Finnish Journal of Music Education, 11, 1–2, 6–8.

Westerlund, H. (2007). A response to Øivind Varkøy. “Instrumentalism in the field of music education: Are we all humanists?” In Dialogue. Philosophy of Music Education Review 15, 1, 72–75.

Juntunen, M.-L. & Westerlund, H. (2007). Lukijalle/Editorial. Finnish Journal of Music Education 10, 1-2, 5–7.

Westerlund, H. & Väkevä, L. (2007). (published in Greek). Elliott’s Praxialism in Music Education: A Finnish Perspective. Musical Pedagogics, Annual Scientific Edition of the Greek Society for Music Education 4, Special Issue: Praxial Philosophy of Music Education, 57–71.

Westerlund, H. (2007). “Mieleni minun tekevi, aivoni ajattelevi…”–Ajatuksia aivotutkimuksesta ja musiikkikasvatuksesta. In M. Laitinen & M.-L. Kainulainen (eds.) Musikaalisuuden ytimessä. Juhlakirja Kai Karmalle. [In the Heart of Musicality. Essays in Honour of Kai Karma] (pp. 117– 124). Sibelius Academy.

Westerlund, H. (2006). Book review on Paul G. Woodford: Democracy and Music Education. Liberalism, Ethics, and the Politics of Practice. Philosophy of Music education Review 14, 2, 235– 240.

Westerlund, H. & Heimonen, M. (2005). Eettisyys musiikkikasvatuksessa, Finnish Journal of Music Education 8, 2, 5–6.

Westerlund, H. (2003). Filosofiaa musiikin ja kasvatuksen välimaastossa. [Philosophical dialogue between music and education] Finaali. Journal of Musical Performance and Research 10, 2, 71– 77.

Westerlund, H. (2001). A Response to Charlene Morton, ”Boom Diddy Boom Boom: Critical Multiculturalism and Music Education”. In Dialogue. Philosophy of Music Education Review 9, 1, 62–63.

Westerlund, H. (2001). Multicultural Music Education and Pragmatism. A Deweyan approach to musical pluralism and democratic education. In P. Määttänen (ed.) Pragmatist Viewpoints on Art. Proceedings of the AWE symposium in Helsinki, June 2000, University of Art and Design. Helsinki. Working Papers F 19, 62–69.

Westerlund, H. (2000). To the reader: Praxial and pragmatist critique in music education. Finnish Journal of Music Education 5, 1–2, 4–8.

Westerlund, H. (1999). Musiikillinen pluralismi ja reflektiivinen kasvatuskäytäntö. [Musical pluralism and reflective educational practice] In I. Sava (ed.) Ajatuksia monikulttuurisesta. [Thoughts on multicultural.] University of Art and Design. Helsinki. Working Papers F6, 26–29.

Articles in text books

Juntunen, M.-L. & Westerlund, H. (2013). Laadukas arviointi osana oppimista ja opetusta. In M.-L. Juntunen, H. Nikkanen & H. Westerlund (eds.) Musiikkikasvattaja. Kohti reflektiivisiä käytäntöjä [Music Educator. Towards  Reflective Practices].  PS-Kustannus, 71-92.

Partti, H., Westerlund, H. & Björk C. (2013). Oppimiskäsitykset reflektoivan musiikkikasvattajan toiminnan ohjaajina. In  M.-L. Juntunen, H. Nikkanen & H. Westerlund (eds.) Musiikkikasvattaja. Kohti reflektiivisiä käytäntöjä [Music Educator. Towards Reflective Practices]. PS-Kustannus, 54-70.

Partti, H. & Westerlund, H. (2013). Säveltäjyyden merkitykset osallistumisen kulttuurissa ja tulevaisuuden musiikkikasvatuksessa. In J. Ojala & La. Väkevä (eds.) Säveltäjäksi kasvattaminen. Pedagogisia näkökulmia musiikin luovaan tekijyyteen. Opetushallitus. Oppaat ja käsikirjat 2013:3. Tampere: Suomen yliopistopaino, 23–32.

Doctoral dissertation

Westerlund, H. 2002. Bridging Experience, Action, and Culture in Music Education. Studia Musica 16. Sibelius Academy.

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