Music has been widely acknowledged as a valuable tool for fostering social cohesion and bringing diverse groups of people together (Hebert, 2024). However, music education specialists in schools face significant challenges when attempting to develop inclusive pedagogies that acknowledge individual differences and cater to all pupils (Burnard et al., 2008).

In Europe, there is a wide range of music education curricula, which vary according to country, region and educational institution (Fortissimo, n.d.). Although some policy documents often emphasise diversity, inclusion, and equality, classroom practices may still differ. Regarding the function of curricula, it may privilege the formal, notated traditions of Western music over oral, improvisational or community-based practices. The way these ideas are implemented depends entirely on the music teacher, who decides what to teach and whether to include the students' own musical cultures or dismiss them as illegitimate, as well as their training and biases, which may shape inclusion.

This roundtable will focus on the music education curricula of five European regions, including Germany (three Southern states: Baden-Württemberg, Bavaria and Hesse), Greece, and Sweden. The session will begin with an overview of the five music education curricula, highlighting both opportunities and challenges through selected excerpts from the curricula. Then, in the World Café format, participants will work together in five groups to analyse the underlying concepts of inclusion and how it is constructed. These discussions will focus on several key aspects, such as how curricula address different learner needs, how they encourage participation and collaboration, how they promote the representation of diverse musical traditions, and what strategies are used to encourage inclusive practices. The roundtable will conclude with a collective presentation of the group outcomes, accompanied by an outlook on the role of music curricula in building inclusive learning communities and suggestions for future research directions.