ALLSUP, R. (2010) On pluralism, inclusion, and musical citizenship. Nordic Research in Music Education Yearbook, 12, 9–30.
ALVESSON, M. & SKÖLDBERG, M. (2009) Reflexive Methodology. New Vistas for Qualitative Research. London: Sage.
ANTTILA, M. (2010) Problems with school music in Finland. British Journal of Music Education, 27, 241–253.
BALL, S. (1990) Politics and Policymaking in Education: Explorations in Policy Sociology.
BALL, S. (2003) The teacher's soul and the terrors of performativity. Journal of Educational Policy, 18, 215–228.
BARRETT, M. & MILLS, J. (2009) The inter-reflexive possibilities of dual observations: an account from and through experience. International Journal of Qualitative Studies in Education, 22, 417–429.
BARTON, L. (1997) Inclusive education: romantic, subversive or realistic?
International Journal of Inclusive Education, 1, 231–242.
BERGER, P. L. & LUCKMANN, T. (1967) The Social Construction of Reality: A Treatise in the Sociology of Knowledge. New York: Anchor Books.
BIESTA, G. (2011) Learner, student, speaker: why it matters how we call those we teach. In Simons, M. & Masschelein, J. (Eds), Rancière, Public Education and the Taming of Democracy (pp. 31–42). Oxford: Wiley-Blackwell.
BLACKBURN, R. (2008) What is social inequality?
International Journal of Sociology and Social Policy, 28, 250–259.
BOOTH, T. & AINSCOW, M. (2000) The Index for Inclusion. Bristol: Centre for Studies on Inclusive Education.
BOTTERY, M. & BARNETT, R. (1996) The challenge to professionals from the new public management: implications for the teaching profession. Oxford Review of Education, 22
CARR, W. & KEMMIS, S. (1986) Becoming Critical. Education, Knowledge and Action Research. London: The Falmer Press.
DELPIT, L. (1995) Other People's Children: Cultural Conflict in the Classroom. New York, NY: The New Press.
DROR, Y. (2006) Training for policy makers. In Moran, M., Rein, M. & Goodin, R. (Eds), The Oxford Handbook of Public Policy (pp. 81–105). New York, NY: Oxford University Press.
DRYZEK, J. (2006) Policy analysis as critique. In Moran, M., Rein, M. & Goodin, R. (Eds), The Oxford Handbook of Public Policy (pp. 190–206). New York, NY: Oxford University Press.
FREIRE, P. (2006) Pedagogy of the Oppressed. New York, NY: Continuum.
FUNG, A. (2003) Recipes for public sphere: eight institutional design choices and their consequences. Journal of Political Philosophy, 11, 338–367.
GALE, T. (2001) Critical policy sociology: historiography, archaeology, and genealogy as methods of policy analysis. Journal of Education Policy, 16, 379–393.
GIBSON, S. (2006) Beyond a ‘culture of silence’: inclusive education and the liberation of voice. Disability & Society, 21, 315–329.
HAMMERNESS, K. & SHULMAN, L. (2006) Seeing Through Teachers’ Eyes: Professional Ideals and Classroom Practice. New York, NY: Teachers College Press.
HEIMONEN, M. (2002) Music Education and Law. Regulation as Instrument. Helsinki: Sibelius Academy, Studia Musica 17.
IKÄHEIMO, H. (2009) Personhood and the social inclusion of people with disabilities: a recognition-theoretical approach. In Kristiansen, K., Vehmas, S. & Shakespeare, T. (Eds), Arguing About Disability. Philosophical Perspectives. (pp. 77–92). London: Routledge.
KAIKKONEN, M. & UUSITALO, K. (2005) Soita mitä näet. Kuvionuotit opetuksessa ja terapiassa [Play What You See. Figurenotes in Music Education and in Therapy]. Helsinki: Opike.
KARLSEN, S. (2011) Music Education in Multicultural Schools. Report from the Nordic Research Project ‘Exploring Democracy: Conceptions of Immigrant Students’ Development of Musical Agency’. Oslo: Konsis Grafisk.
KENWORTH, J. & WHITTAKER, J. (2000) Anything to declare? The struggle for inclusive education and children's rights. Disability and Society, 15, 219–231.
KORAMO, M. (2009) Taiteen perusopetus 2008. Selvitys taiteen perusopetuksen järjestämisestä 2007–2008. [Basic Arts Education 2008. A Report on the Organisation of Basic Arts Education 2007–2008]. Helsinki: Opetushallitus.
LAES, T. (2015) Empowering later adulthood music education. A case study of a rock band for third-age learners. International Journal of Music Education, 33
LIASIDOU, A. (2012) Inclusive Education, Politics and Policymaking. New York, NY: Continuum.
LINDBLOM, C. (1990) Inquiry and Change: The Troubled Attempt to Understand and Shape Society. New Haven, CT: Yale University Press.
MAJONE, G. & WILDAVSKY, A. (1979) Implementation as evolution. In Pressman, L. & Wildavsky, A. (Eds), Implementation: How Great Expectations in Washington are Dashed in Oakland (pp. 163–180). Berkeley, CA: University of California Press.
MINISTRY OF CULTURE AND EDUCATION (2012) Education and Research 2011–2016. A Development Plan. Reports of the Ministry of Education and Culture, Finland, 3.
MORRIS, J. (1997) Care or empowerment? A disability rights perspective. Social Policy and Administration, 31, 54–60.
NATIONAL BOARD OF EDUCATION (2002) National Core Curriculum for Basic Education in the Arts. (Unofficial translation). Helsinki: Opetushallitus.
NATIONAL BOARD OF EDUCATION (2004) National Core Curriculum for Basic Education. National Core Curriculum for Basic Education Intended for Students in Compulsory Education. Helsinki: Opetushallitus.
NATIONAL BOARD OF GENERAL EDUCATION (1985) National Core Curriculum for Basic Education. Helsinki: Valtion painatuskeskus.
OECD (2004) Learning for Tomorrow's World: First Results from PISA 2003. Paris: OECD.
OLIVER, M. (1996) Understanding Disability. From Theory to Practice. New York, NY: Palgrave.
O’REAGAN, T. (1992) (Mis)taking policy notes on the cultural policy debate. Cultural Studies, 6, 409–423.
OZGA, J. (1990) Policy research and policy theory: a comment on Fitz and Halpin. Journal of Education Policy, 5, 359–362.
ROE, E. (1994) Narrative Policy Analysis. Durham, NC: Duke University Press.
SACHS, J. (2003) The Activist Teaching Profession. Milton Keynes: Open University Press.
SAHLBERG, P. (2010) Finnish Lessons. What Can the World Learn from Educational Change in Finland? New York, NY: Teachers College Press.
SCHMIDT, P. (2013) Cosmopolitanism and policy. A pedagogical framework for global issues in music education. Arts Education Policy Review, 114
SCHÖN, D. (1983) The Reflective Practitioner. How Professionals Think in Action. New York, NY: Basic Books.
SLEE, R. (2008) Beyond special and regular schooling? An inclusive education reform agenda. International Studies in Sociology of Education, 18, 99–116.
THE PUNK SYNDROME (2012) Directed: Kärkkäinen, J. & Passi, J-P. Premiered 4 May 2012. Produced: S. Jahnukainen/Mouka-Filmi.
VÄKEVÄ, L. (2006) Teaching popular music in Finland: what's up, what's ahead?
International Journal of Music Education, 24, 119–125.
WESTERLUND, H. & VÄKEVÄ, L. (2010) Onko demokraattinen musiikkikasvatus mahdollista 2010-luvun Helsingissä [Is democratic music education possible in the 2010s Helsinki] In Koskinen, T., Mustonen, P. & Sariola, R. (Eds), Taidekasvatuksen Helsinki. Lasten ja nuorten taide- ja kulttuurikasvatus [Arts education in Helsinki. Arts and culture education of children and youth] (pp. 150–157). Helsinki: Tietokeskus.
YANOW, D. (1996) How Does a Policy Mean? Interpreting Policy and Organizational Actions. Washington, DC: Georgetown University Press.