Decolonizing and Indigenizing Music Education through Self-Reflexive Sociological Research and Practice
In this chapter, Canadian authors Anita Prest and Scott Goble use sociological lenses to illustrate how, as non-Indigenous researchers, they learned to immerse themselves in local Indigenous knowledge(s) in western Canada. Such learning enabled them to reframe their investigations to reflect the ont...
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2022
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Online Access: | http://dx.doi.org/10.1093/oso/9780197600962.003.0015 |
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croxfordunivpr:10.1093/oso/9780197600962.003.0015 2024-04-07T07:52:29+00:00 Decolonizing and Indigenizing Music Education through Self-Reflexive Sociological Research and Practice Prest, Anita Scott Goble, J 2022 http://dx.doi.org/10.1093/oso/9780197600962.003.0015 unknown Oxford University Press Sociological Thinking in Music Education page 203-216 book-chapter 2022 croxfordunivpr https://doi.org/10.1093/oso/9780197600962.003.0015 2024-03-08T03:04:37Z In this chapter, Canadian authors Anita Prest and Scott Goble use sociological lenses to illustrate how, as non-Indigenous researchers, they learned to immerse themselves in local Indigenous knowledge(s) in western Canada. Such learning enabled them to reframe their investigations to reflect the ontological and epistemological orientations of the communities with whom they work. They submit that such immersion and questioning is necessary for decolonizing practices in music education and research so as to fairly represent the worldviews of local First Nations. Drawing on the problematics with new materialism as well as their personal struggles for self-reflexivity, they demonstrate the challenges involved in decolonizing personal epistemological perspectives. Their chapter provides an example of the work to be done in reframing a sociologically informed music education. Book Part First Nations Oxford University Press Canada 203 216 |
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Open Polar |
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Oxford University Press |
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croxfordunivpr |
language |
unknown |
description |
In this chapter, Canadian authors Anita Prest and Scott Goble use sociological lenses to illustrate how, as non-Indigenous researchers, they learned to immerse themselves in local Indigenous knowledge(s) in western Canada. Such learning enabled them to reframe their investigations to reflect the ontological and epistemological orientations of the communities with whom they work. They submit that such immersion and questioning is necessary for decolonizing practices in music education and research so as to fairly represent the worldviews of local First Nations. Drawing on the problematics with new materialism as well as their personal struggles for self-reflexivity, they demonstrate the challenges involved in decolonizing personal epistemological perspectives. Their chapter provides an example of the work to be done in reframing a sociologically informed music education. |
format |
Book Part |
author |
Prest, Anita Scott Goble, J |
spellingShingle |
Prest, Anita Scott Goble, J Decolonizing and Indigenizing Music Education through Self-Reflexive Sociological Research and Practice |
author_facet |
Prest, Anita Scott Goble, J |
author_sort |
Prest, Anita |
title |
Decolonizing and Indigenizing Music Education through Self-Reflexive Sociological Research and Practice |
title_short |
Decolonizing and Indigenizing Music Education through Self-Reflexive Sociological Research and Practice |
title_full |
Decolonizing and Indigenizing Music Education through Self-Reflexive Sociological Research and Practice |
title_fullStr |
Decolonizing and Indigenizing Music Education through Self-Reflexive Sociological Research and Practice |
title_full_unstemmed |
Decolonizing and Indigenizing Music Education through Self-Reflexive Sociological Research and Practice |
title_sort |
decolonizing and indigenizing music education through self-reflexive sociological research and practice |
publisher |
Oxford University Press |
publishDate |
2022 |
url |
http://dx.doi.org/10.1093/oso/9780197600962.003.0015 |
geographic |
Canada |
geographic_facet |
Canada |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
Sociological Thinking in Music Education page 203-216 |
op_doi |
https://doi.org/10.1093/oso/9780197600962.003.0015 |
container_start_page |
203 |
op_container_end_page |
216 |
_version_ |
1795667843887398912 |