Literaturnachweis - Detailanzeige
| Autor/in | Hess, Juliet |
|---|---|
| Titel | Unsettling Binary Thinking: Tracing an Analytic Trajectory of the Place of Indigenous Musical Knowledge in the Academy |
| Quelle | In: Action, Criticism, and Theory for Music Education, 14 (2015) 2, S.54-84 (31 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1545-4517 |
| Schlagwörter | Indigenous Knowledge; Music; Indigenous Populations; Psychological Patterns; Music Education; Critical Thinking; Disadvantaged; Foreign Countries; Dance; Power Structure; Course Content; Curriculum Design; College Admission; Admission Criteria; Western Civilization; Canada (Toronto); Ghana |
| Abstract | Six years ago, I wrote a composition about the state of indigenous music in the academy with an accompanying research paper. In this work, I attempted to trace the presence of indigenous music in the institution both musically and through an anti-colonial lens. The writing was structured around three musical snapshots entitled Subjugation, Cognitive Dissonance, and Recognition that represented what I saw as the present and future trajectory of indigenous musical knowledges in the academy. The accompanying paper wrestled theoretically with the same concepts the music represented. At the time, I was ambivalent about the work, but did not have a sophisticated enough theoretical understanding to articulate the reasons. Presently, I better understand my discomfort with the work. In this paper, I reflect on my binary thinking of six years ago, the changes in my thinking, the reasons for those changes, and my analysis of these issues presently. (As Provided). |
| Anmerkungen | MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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