Cover -- Contents -- Acknowledgments -- Introduction: The Globalization and Localization of Learning, Teaching, and Musical Identity -- 1 The Permeable Classroom: Learning, Teaching, and Musical Identity in a Remote Australian Aboriginal Homelands School -- 2 Popular Music Listening as "Non-Resistance" -- 3 From Homeland to Hong Kong -- 4 Village, Province, and Nation -- 5 Music for a Postcolonial Child -- 6 Continuity and Change -- 7 "Music Is in Our Blood" -- 8 Greek Popular Music and the Construction of Musical Identities by Greek-Cypriot School Children -- 9 Music-Learning and the Formation of Local Identity through the Philharmonic Society Wind Bands of Corfu -- 10 Playing with Barbie: Exploring South African Township Children's Musical Games as Resources for Pedagogy -- 11 Personal, Local, and National Identities in Ghanaian Performance Ensembles -- 12 Music Festivals in the Lapland Region -- 13 Shaping a Music Teacher Identity in Sweden -- 14 Icelandic Men and Their Identity in Songs and in Singing -- 15 Discovering and Affirming Musical Identity through Extracurricular Music-Making in English Secondary Schools -- 16 Scottish Traditional Music: Identity and the"Carrying Stream" -- 17 Performance, Transmission, and Identity among Ireland's New Generation of Traditional Musicians -- 18 Fostering a "Musical Say": Identity, Expression, and Decision Making in a US School Ensemble -- 19 Diversity, Identity, and Learning Styles among Students in a Brazilian University -- 20 SIMPhonic Island: Exploring Musical Identity and Learning in Virtual Space -- List of Contributors -- Index.