Enacting Curriculum 'in a Good Way:' Indigenous Knowledge, Pedagogy, and Worldviews in British Columbia Music Education Classes

Autor/inn/en	Prest, Anita; Goble, J. Scott; Vazquez-Cordoba, Hector; Tuinstra, Beth
Titel	Enacting Curriculum 'in a Good Way:' Indigenous Knowledge, Pedagogy, and Worldviews in British Columbia Music Education Classes
Quelle	In: Journal of Curriculum Studies, 53 (2021) 5, S.711-728 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prest, Anita) ORCID (Goble, J. Scott) ORCID (Vazquez-Cordoba, Hector) ORCID (Tuinstra, Beth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2021.1890836
Schlagwörter	Foreign Countries; Music Education; Indigenous Knowledge; Culturally Relevant Education; Music Teachers; Cultural Awareness; Teacher Competencies; Music Activities; Rural Schools; School Community Relationship; Indigenous Populations; Canada Natives; Land Settlement; Social Justice; World Views; Teaching Methods; Musical Instruments; Native Language; Language Maintenance; Teacher Attitudes; Student Attitudes + Suchen Sie Ihr Suchwort? Ausland; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Cultural identity; Kulturelle Identität; Lehrkunst; Musikalische Aktion; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sinti und Roma; Siedlungsraum; Soziale Gerechtigkeit; World view; Weltanschauung; Teaching method; Lehrmethode; Unterrichtsmethode; Musikinstrument; Sprachpflege; Lehrerverhalten; Schülerverhalten
Abstract	In 2015, the British Columbia (BC) Ministry of Education mandated that local Indigenous knowledge, pedagogy, and worldviews be embedded in all K-12 curricula, but most BC music teachers have been unable to fulfill this directive because they are unfamiliar with Indigenous cultural practices. We designed this multiple case study, informed by Indigenous Protocols and worldviews, to address this gap of knowledge and understanding, so educators might learn how to enact the new curriculum 'in a good way' (i.e. in a way that aligns with Indigenous peoples' ways of knowing). We used document analysis and surveys to identify music educators and Indigenous community members who together had already been successful in embedding local Indigenous knowledge in music classes. We interviewed 51 music teachers, culture bearers, cultural workers, and students to learn how they had done this, and whether they found that such embedding had contributed to fostering cross-cultural understanding and respect. Participants reported that singing and drumming, taught orally in tandem with related stories, were the most prevalent forms of cultural practice, and that establishing relationships and following local Protocols led to greater cross-cultural understanding and respect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01