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This article examines the intersections between popular music studies, ethnomusicology, and curricular reform in college and university music programs in North America and the United Kingdom. Scrutinized through the lens of the positioning of Western popular music studies in ethnomusicology, it will be argued that ethnomusicology itself must undergo reform before being held up as a model to emulate for educational transformation.
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Nathan Hesselink (2021) studied this question.
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