ABSTRACT
Musicians frequently teach as part of a varied life in music or portfolio career. In popular culture and the discourse of professional associations, musicians who teach are viewed primarily as musicians and as reluctant teachers. However, in contexts of higher music education, demonstrable abilities as pedagogue and performer are essential in legitimating the musician/educator role. This chapter therefore contends that viewing “musician” and “teacher” as discrete rather than integrated, symbiotic occupations risks stoking a hyperindividualist, competitive neoliberal ideology. The author urges critique of such divisive rhetoric, proposing punk pedagogical perspectives as empowering means to reclaim agency in multifaceted, meaningful musicking.
