This research project investigates the questions; “How are pre-service music education students exposed to social justice in their music education studies at Austrian universities?” and “How, if at all, does this exposure to social justice during pre-service music education studies impact students’ formation of teaching philosophy and teacher identity?” Social justice, inter-/multiculturalism, critical pedagogy, and DEIB (diversity, equity, inclusion, and belonging) have become more prominent research topics in music education over the past two decades. While many researchers
have brought new ideas and significance to these subjects in music education, the literature and research surrounding social justice in music teacher training and how exposure to social justice topics can impact the development of pre-service music education students into active music teachers should be expanded.