Abstract
Any consideration of how global musics are organized and experienced in non-Western ways must also grapple with liminalities that exist between "Western" and "non-Western" spaces. My essay focuses on the liminal condition of foreign-born teachers. Drawing on personal experience, I write to complement existing calls for greater diversity in music education and theory, and to allow America-born educators to better understand international peers. I also write to support internationals in meeting certain language-related teaching challenges.
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