Abstract

In the context of India’s expanding international engagement, cultural diplomacy has become a strategic pillar of foreign policy which is evident in frameworks like the ASEAN-India Connectivity Policy, which emphasizes people-to-people interaction and cultural exchange. Music, as a key component of intangible cultural heritage, offers deep insights into community identities and worldviews. However, music education in Indian academia, particularly in Central Universities, remains cantered on classical traditions and performance techniques, often neglecting sociological and anthropological approaches. This paper argues for the institutional inclusion of a “Sociology of Music” sub-discipline within music studies to bridge this gap, and highlights how integrating cross-disciplinary frameworks, particularly from Ethnomusicology, can enable deeper cultural understanding and prepare students to engage with India’s international cultural initiatives. Regions like Northeast India, rich in diverse musical forms, are often overlooked despite their relevance to South-East Asian connectivity. Aligned with the National Education Policy (NEP) 2020, which advocates holistic and multidisciplinary learning, this study supports incorporating Indian Knowledge Systems (IKS) and Indigenous Knowledge (INDI-IKS) into music curricula. Drawing on UNESCO’s principles for safeguarding intangible heritage, the study concludes with recommendations to reframe music education as a tool for intercultural dialogue, peacebuilding, and sustainable cultural development.