Full Description
This book bridges the gap between research and practice in decolonising and indigenising music education, bringing forward specific examples of decoloniality and culturally responsive practices in music education.
This collection of work by Indigenous and non-Indigenous partners offers curricular and pedagogical frameworks that uproot colonial foundations of music education, and demonstrate how Indigenous and Western creative practices can appropriately work alongside each other. Offering a global scope of scholarship by and with First Nations leaders, the chapters include examples from groundbreaking music educators across Canada, Australia, New Zealand, South Africa, Mozambique, and Sweden. Expanding on volume one, this volume pursues four vital dimensions of cultural responsivity in decolonising and indigenising music education: relationality, partnerships, living history, and identity reclamation.
Rooted in collective work and community-based participatory research, this book provides a vision for how the interface between Indigenous and non-Indigenous knowledges can shift the purposes and practices of music education
Contents
1 He Whiringa Toi: A weaving of Indigenous and non-Indigenous worldviews, pedagogies, and cultural practices
Meri Haami and Anita Prest
2 A proto-method for teaching and performing Indigenous musics in the vocal conservatory
Te Oti Rakena and Tessa Romano
3 Towards an ethical space of engagement: Challenges and promises for music educators in decolonizing their practice
Jody Stark
4 The Bapa songline: Decolonising language, song and dance through mentoring and school performance in Australia
Thomas Fienberg, Neville Williams Boney, and Evie J. Willie
5 Dreaming an Aboriginal language song for school use: Singing Kabi Kabi
Hope O'Chin, Candace Kruger, and Rachael Dwyer
6 "The more you tell a story, the stronger the story becomes": Supporting language, culture, healing and wellbeing through songwriting collaborations in early childhood education
Gillian Howell, Patricia Cox, June Nixon, Susan Loughlin, Annika Moses, Amy Menzies
7 The Khoisan: Erasure and identity construction
Alethea De Villiers
8 Seeing blackness but hearing whiteness: Teaching and learning through a culturally responsive music curriculum
Franklin Lewis
9 Young Sámi in Swedish Sápmi today and in an historical perspective: Building identity through learning language and Yoik.
Ylva Hofvander Trulsson
10 Cimbveka musical practices and Indigenising music education in Mozambique
Joaquim Borges A. Gove
11 Afterword
Te Oti Rakena, Clare Hall, Candace Kruger, David Johnson, and Hector Vazquez-Cordoba
Appendix: ISME Decolonising and Indigenising Music Education (DIME) Special Interest Group
