IReMus and Francophone Inclusive Musicology: Shaping Pluralistic and Research-Based Pedagogies in a Global Context

Mrad, Nidaa Abou;Audard, Stéphane;Ceulemans, Anne-Emmanuelle;Hérold, Nathalie;Le Bomin, Sylvie;et.al.
(2026) Music Theory Pedagogies Reimagined, a multidisciplinary Conference and Hackathon — Location: Massachusetts Institute of Technology, Cambridge, United States (2026)

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Authors
  • Mrad, Nidaa AbouIREMUS
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  • Audard, StéphaneIREMUS
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  • Ceulemans, Anne-Emmanuelleorcid-logoUCLouvain - IREMUS
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  • Hérold, NathalieIREMUS
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  • Le Bomin, SylvieIREMUS
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Abstract
This roundtable, proposed by the Institut de Recherche en Musicologie (IReMus), foregrounds some of the current Francophone contributions to the international reconfiguration of music theory pedagogy. Drawing on the Institute’s interdisciplinary environment—at the intersection of musicology, theory, ethnomusicology, and digital humanities—it highlights research-driven approaches that seek to articulate analytical rigor with cultural plurality and epistemological reflexivity in a global context. The session opens with an introduction situating these perspectives within ongoing debates on inclusive and pluralistic pedagogies. It is followed by a series of short, focused interventions, presenting selected research projects and pedagogical experiments. These contributions address: transcultural models of music theory grounded in general musicology; the integration of ethnomusicological fieldwork and structural analysis; collaborative and reflexive analytical practices through digital environments such as Tonalities; the inclusion of timbre as a central analytical dimension; audiotactile approaches to jazz pedagogy centered on embodied and recording-based learning; and the development of an “Atlas of Music Theories” for the translinguistic exploration of musical concepts. These thematic focuses are conceived as entry points into an ongoing discussion. Interaction with the audience is encouraged throughout the session, allowing questions, reactions, and perspectives to shape the unfolding dialogue. A dedicated moment of articulation will bring these approaches into relation by identifying the methodological and pedagogical challenges they share: negotiating between universality and situated knowledge, integrating diverse repertoires without reproducing hierarchical models, articulating analysis with practice, and addressing the epistemological implications of digital and AI-assisted tools. This moment aims to clarify points of convergence and tension, and to outline possible directions for curriculum design. The roundtable concludes with an open discussion, extending and deepening the exchanges initiated throughout the session.
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Mrad, N. A., Audard, S., Ceulemans, A.-E., Hérold, N., Guillotel-Nothmann, C., & Le Bomin, S. (2026). IReMus and Francophone Inclusive Musicology: Shaping Pluralistic and Research-Based Pedagogies in a Global Context. The Cambridge Companion to Orthodox Christian Theology, 246-260. https://doi.org/10.1017/ccol9780521864848.017