"Growing up audiophile," by Andra McCartney and Anna Friz, considers the importance of early life and formal training experiences in the construction of gendered identities and relationships with sound technologies. Using dialogic ethnographic techniques, each of the authors act alternately as ethnographer and research subject, interacting in a conversation composed around open-ended questions stimulated by the key words sound, technology, and education. The approach draws attention to the way in which the past structures and facilitates our present.  It also asks us to consider how the present colours and tints our memories and understanding of that past. 

In "Girls' and Boys' Technological Toys: Music Composition in the Computerized Classroom,"

In "Evoking Beliefs about Music Teaching and Learning," Lori-Anne Dolloff turns our attention to the underlying belief and value structures shaping the student teacher's identity. Concerned in particular with designing research strategies that will enable students to connect theory and practice, she uses student teachers' pictures and visual illustrations of "music teacher" as a space for dialogue. The approach reveals important distinctions between elementary and secondary music teachers that are consistent with cultural stereotypes concerning the nature and value of music education at different stages of development. It also captures the sense in which the construction of a teacher identity is unique to the individual, an evolving  work of art.

Laurie Stras and Abigail Wood review Music and Gender.