Chapter 9 moves further forward into considering students’ futures, specifically linguistically diverse students, and how teachers can support the development of ‘futures thinking’ for many contexts.

This chapter explores philanthropic partnership best practices in the post-COVID-19 world and provides insights and practical tools to identify and effectively advocate for partnerships. Historically, the philanthropic sector in the Global South has been largely siloed, with only a few foundations working together and even fewer engaged in multi-sectoral collaborations. In the case of public-private partnerships, one often hears sentiments like ‘governments are bureaucratic and they will slow us down’ or ‘businesses don’t really care about social impact projects’. The COVID-19 pandemic exposed that such silos created many of the systemic issues philanthropic foundations now face. The COVID-19 crisis will have a profound impact on philanthropy through forging more active collaboration and ensuring more equitable responses. As multiple sector experts have pointed out, the scale and the urgency of the pandemic have prompted philanthropists to engage in more active collaboration, not only with businesses and government but also with each other. This chapter shares the key elements of a successful partnership from coordinated planning to clear identification of the problem that needs to be solved. It shares ideas around the collaborative definition of success, how to measure social-impact performance, and how to align interests, values, and goals. The chapter argues that there is a critical need for clear roles and responsibilities such that each stakeholder’s strengths can be leveraged, and it emphasises the importance of transparency and continuous communication.

When we face challenging times, we think about people who have been there before and what they did that worked. We turn to role models, who can be found in many places, including our family, friendship group, educational and faith setting, or from history more broadly. We may have physical reminders around us, such as awards or photographs, of the resilience of generations of family members. The neuroscientific research that we describe in this chapter has helped us to understand how we observe and practice how our role models think, feel, and act. In this chapter we share ways to seek out and utilize role models so you can maximize their benefits.

Chapter 15, ‘Women and Music Education in Schools: Pedagogues, Curricula, and Role Models’, surveys women’s contribution to music education. Although women in music has gained a steady foothold in university and conservatoire education over the last two decades, music education at school level (this chapter’s focus) has tended to remain fairly conservative. Robert Legg discusses women’s access to the teaching profession, highlighting that, while it has always been relatively open to women, persistent barriers remain, including a lack of women in leadership roles and the gender pay gap. He also critiques the body/mind dualist view of music education, the lack of female role models in many curricula, and recent pedagogical debates of the twenty-first century.