Jazz Education and the Jazz Periphery: An Example from Estonia

Jazz has firmly established its position in the academic establishment and has its own educational paradigms and pedagogical methodologies. The question arising in this context is the relationship of the central educational and pedagogical paradigms of the educational situation in the imaginary periphery. Is the (so called) central model the only possible way to think about jazz education nowadays? To what the extent does this model of jazz education meet the needs of jazz practices in the periphery? This study tries to give some possible answers to those questions by the example of jazz education and scene in Estonia.