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Abstract: The colonial structures of Canadian schools are reflected in music curricula and teaching methods of the country's educators, and school systems have a substantial impact on Indigenous student welfare and the capacity for cultural understanding in non-Indigenous students. This article explores decolonization and Indigenization in music education, with a focus on the ways in which pedagogical preferences and resource selection can influence students' experience of social justice issues, equity, and their understanding of colonization. By considering pedagogy, resources, transmission, and repertoire, music educators can contribute to decolonization efforts and provide representation for Indigenous perspectives in the music classroom.
Résumé: Les structures coloniales des écoles canadiennes sont reflétées dans les programmes de musique et les méthodes d'enseignement des éducateurs du pays, puis les systemes scolaires ont un impact considérable sur le bien-etre des éleves autochtones ainsi que sur la capacité des éleves non autochtones a comprendre cette culture. Cet article explore la décolonisation et l'indigénisation dans l'éducation musicale, en mettant l'accent sur les façons dont les choix pédagogiques et la sélection des ressources peuvent influencer l'expérience des éleves en matiere de justice sociale et d'équité, de meme que leur compréhension de la colonisation. En tenant compte de la pédagogie, des ressources, de la transmission et du répertoire, les enseignants de musique peuvent contribuer aux efforts de décolonisation et éveiller la classe de musique aux perspectives autochtones.
The study of music includes hidden lessons about culture, identity, history, politics, and social dynamics that impact how students interpret the world around them. Stauffer (2016) describes a core narrative as an invisible, internal framework around which an organization aligns itself, and the core narrative of music education is rooted in white, Eurocentric practices. Educator choices regarding repertoire, teaching style, and transmission are not regulated by governing bodies within or external to education facilities, and generally reflect teachers' own enculturation in this narrative. As a white settler, I sought to explore the influence of colonization in my classroom and practices. In doing so, I came to find that my pedagogical preferences and resource selection influence students' experience of social justice issues, equity, and understanding of the impacts of colonization.
Schools in Canada are immersed in educational structures based on the systems of its colonizing countries, in particular Britain...