Encounters in Musical Ethnography as Opportunities for Transformative Learning

In this article, I offer an autobiographical account of teaching musical ethnography in ethnomusicology classroom. My reflections derive from a variety modules that are offered as part undergraduate music programmes and combine fieldwork component with theoretical introduction to the cultural study and, many cases, hands-on performance. see classroom ethnographic field explore its pedagogical potential for affective encounters, engendering new understandings ‘openness different ways being, knowing doing’ (Spencer Mills 2011). Responding Wong’s call education work (Wong 1998), am especially interested critical pedagogy affords opportunities transformative learning (Mezirow 1997, McIlwairth 2016) students teachers alike.