Tears of the Collective: Healing Historical Trauma through Community Arts

Autor/in	Rakena, Te Oti
Titel	Tears of the Collective: Healing Historical Trauma through Community Arts
Quelle	In: Action, Criticism, and Theory for Music Education, 18 (2019) 2, S.130-146 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-4517
Schlagwörter	Music Education; Trauma; Art Education; Community Education; Postcolonialism; Social Work; Guidelines; Musicians; Human Body; Indigenous Populations; Intervention; Cultural Awareness; College Faculty; Audio Equipment; Spiritual Development; Singing; Power Structure; Ethnic Groups; Pacific Islanders; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Musikerziehung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Post colonialism; Postkolonialismus; Soziale Arbeit; Richtlinien; Musiker; Menschlicher Körper; Sinti und Roma; Cultural identity; Kulturelle Identität; Fakultät; Audio-CD; Gesang; Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ausland; Neuseeland
Abstract	In this paper, I advocate that culture matters in music education and should be a measure we consider when we assess the quality of music-making in the community. Community arts education can address a multitude of social issues that impact marginalized communities if viewed through an appropriate lens. I propose historical trauma as an appropriate lens for a (post)colonial context. It provides a framework for disrupting music education practices in university music programs and reconsidering the competencies that need to be emphasized when training conservatory educated performers to be community music facilitators. This text is a story, written in the style of a genealogical narrative (whakapapa korero). It moves through a specific body of experiences, interconnected stories, contexts and emotions, a process identified by indigenous social work researchers as a culturally appropriate healing intervention for indigenous communities. If you are looking for a bullet-pointed exposition of suitable procedures to employ in your work, you are missing the point. In the past we indigenous academics have made it very easy for other academics and researchers to access our knowledge, but to appreciate the new knowing offered in this text you will have to work a little harder. You will need to shift your cultural paradigm and any academic bias to a world where you are not given direct answers, but rather you are encouraged to listen (and with the audio examples provided I mean that literally), reflect, become aware of your physical reactions, open yourself to the spiritual dimension and consider how these words and sounds may impact your future thinking. Most importantly, I hope this chapter will allow you to understand and share the un-mourned grief of the indigenous people in your (s)p(l)ace. [The month shown on the PDF (June) is incorrect. The correct month is July.] (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