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Enacting curriculum 'in a good way:' Indigenous knowledge, pedagogy, and worldviews in British Columbia music education classes.

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Title: Enacting curriculum 'in a good way:' Indigenous knowledge, pedagogy, and worldviews in British Columbia music education classes.
Authors: Prest, Anita1 aprest@uvic.ca, Goble, J. Scott2, Vazquez-Cordoba, Hector1, Tuinstra, Beth3
Source: Journal of Curriculum Studies. Oct2021, Vol. 53 Issue 5, p711-728. 18p.
Subject Terms: *Music education, *Traditional knowledge, *Curriculum planning, *Music teachers, Cross-cultural studies
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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: *<searchLink fieldCode="DE" term="%22Music+education%22">Music education</searchLink><br />*<searchLink fieldCode="DE" term="%22Traditional+knowledge%22">Traditional knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Music+teachers%22">Music teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-cultural+studies%22">Cross-cultural studies</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220272.2021.1890836
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        Text: English
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        Type: general
      – SubjectFull: Traditional knowledge
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      – SubjectFull: Curriculum planning
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      – SubjectFull: Music teachers
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            – D: 01
              M: 10
              Text: Oct2021
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