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Volume 11, Issue 1
  • ISSN: 1752-6299
  • E-ISSN: 1752-6302



Cultural and socio-political disruptions have a direct impact on educational provision in both formal and non-formal contexts. Since the end of the Second World War, Scotland has faced significant upheaval in its social and economic fabric with the loss of traditional manufacturing and heavy industry, which was the mainstay of its financial stability. The formal education sector responded with far reaching changes in curriculum and assessment process in school examinations provision in the 1970s and 1980s; while grassroots organizations have driven a regeneration of older deeper musical and cultural foundations, flourishing over the last 40 years, despite, or because, of these disruptions. And young people in communities across Scotland are the core of this transformation. In 2008 the authors wrote:

What is important in this phenomenon is that young people are reclaiming the wealth of folk music and culture that had almost died out within largely rural communities in the margins of the north and north-west of Scotland (Campbell, 1999; Munro, 1996; Shaw, 1977). The work of Fèisean Nan Gàidheal has been largely instrumental in this restoration.

(Broad & France, 2006; Matarasso, 1996)

This article explores the responses to these changes and offers perspectives on the Scottish narrative for a wider global audience.


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  • Article Type: Article
Keyword(s): cultural; formal; music education; non-formal; Scotland; socio-political
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