Monika Unterreiner

Dr. Monika Unterreiner serves as a part-time Lecturer in specialist practice at the Chair of Music Education within the Institute for Music Research at the University of Würzburg's Faculty of Philosophy. Since September 2022, she has contributed to music teacher education while maintaining connections to school practice.

Education:

• MA in music education, modern and contemporary history, and history didactics from Ludwig Maximilian University of Munich
• Studies in school music at the University of Music and Performing Arts Munich
• Completed doctoral project in music education and school pedagogy in 2021 through the Bavarian State Ministry's 'Support for Young Academics' program
• Completed teaching internship in 2012

Dr. Unterreiner's research centers on recognition theory in music education, exploring how recognition mechanisms operate in heterogeneous classroom settings across primary, secondary, and special education contexts. Her work bridges theory and practice through design-based research approaches, with growing emphasis on digital media integration and AI applications in music education. She investigates community music practices, popular music didactics, and prejudice-conscious teaching approaches that address cultural participation and educational equity.

Analysis of her recent publications (2020-2025) reveals a clear trajectory from foundational work on recognition theory toward contemporary challenges of digital transformation in music education. Her scholarship increasingly examines AI music generators, digital-analog tensions in teaching practice, and critical perspectives on whiteness and recognition in music classrooms. This evolution demonstrates her responsiveness to technological shifts while maintaining commitment to inclusive educational practices.

As a practitioner-scholar, Dr. Unterreiner maintains strong connections between university teacher education and school practice. Her background as a secondary school teacher (2010-2017, 2020-2022) informs her research on bridging the gap between academic training and classroom realities. Her work with refugee populations and community music initiatives reflects commitment to music's role in social inclusion.