Schooling and Students’ Linguistic and Cultural Identity in Baltistan: Silencing the Local Music

This paper investigates the role of the schooling process in shaping the linguistic and cultural identity of secondary school students in Baltistan, a region in Northern Pakistan known for its unique culture and the Sino-Tibetan language \u27Balti\u27. Specifically, the study examines the impact of excluding local music from school activities on students\u27 linguistic and cultural identity. Previous literature highlights the significant value of local music in Baltistan, which serves as an integral part of cultural life, rituals, and ceremonies, contributing to a strong sense of identity among students. However, over time, music has been discouraged for various reasons. Surprisingly, the data reveals that neither private nor public schools offer music lessons, reflecting a growing conservative attitude towards music and its negative implications for students\u27 linguistic and cultural affiliation. Consequently, students are alienated and distanced from their local musical traditions, which poses policy challenges in fostering an inclusive learning environment that supports the positive development of linguistic and cultural identity. &nbsp