Learning, Teaching, and Musical Identity: Voices across Cultures

Musical identity raises complex, multifarious, and fascinating questions.
Discussions in this new study consider how individuals construct their musical
identities in relation to their experiences of formal and informal music teaching
and learning. Each chapter features a different case study situated in a specific
national or local socio-musical context, spanning 20 regions across the world.
Subjects range from Ghanaian or Balinese villagers, festival-goers in Lapland, and
children in a South African township to North American and British students, adults
and children in a Cretan brass band, and Gujerati barbers in the Indian
diaspora.