Listening with ‘Big Ears’: Accountability in cross-cultural music education research with Indigenous partners
In this theoretical article, I examine various conceptions of focused listening—including those held by specific First Nations communities—to determine how each conception might offer insights for listening while conducting cross-cultural music education research. First, I discuss the notion of “Big...
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crsagepubl:10.1177/1321103x221140988 2024-09-30T14:35:03+00:00 Listening with ‘Big Ears’: Accountability in cross-cultural music education research with Indigenous partners Prest, Anita Social Sciences and Humanities Research Council of Canada Social Sciences and Humanities Research Council of Canada Social Sciences and Humanities Research Council of Canada 2023 http://dx.doi.org/10.1177/1321103x221140988 http://journals.sagepub.com/doi/pdf/10.1177/1321103X221140988 http://journals.sagepub.com/doi/full-xml/10.1177/1321103X221140988 en eng SAGE Publications https://creativecommons.org/licenses/by-nc/4.0/ Research Studies in Music Education volume 45, issue 3, page 431-443 ISSN 1321-103X 1834-5530 journal-article 2023 crsagepubl https://doi.org/10.1177/1321103x221140988 2024-09-17T04:40:36Z In this theoretical article, I examine various conceptions of focused listening—including those held by specific First Nations communities—to determine how each conception might offer insights for listening while conducting cross-cultural music education research. First, I discuss the notion of “Big Ears,” as it is understood by the jazz community. Then, I turn to scholars from various First Nations in British Columbia to learn about their conceptions of listening. I outline decolonial listening strategies as proposed by Indigenous Arts scholar Dylan Robinson, before learning about the role of listening from a settler-Canadian who formally Witnessed the testimonies of Indigenous residential school survivors over a period of years while working for the Truth and Reconciliation Commission of Canada. I examine the writings of music education researchers who have proposed listening as an important strategy in cross-cultural/intercultural pedagogy and research, albeit in different circumstances and for different reasons. Finally, I describe/reflect on my process of learning to listen cross-culturally as a settler-Canadian music education researcher engaged in community-based participatory research (CBPR) over the course of three studies, and list some of the ongoing questions I have. I conclude by proposing a revised understanding of Listening with “Big Ears” as one possible way for non-Indigenous researchers using a CBPR approach to enhance their application of Indigenist research methodology, especially in demonstrating their accountability to Indigenous co-researchers, participants, and communities, as they engage collaboratively in music education research. Article in Journal/Newspaper First Nations SAGE Publications Canada British Columbia ENVELOPE(-125.003,-125.003,54.000,54.000) Research Studies in Music Education 45 3 431 443 |
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In this theoretical article, I examine various conceptions of focused listening—including those held by specific First Nations communities—to determine how each conception might offer insights for listening while conducting cross-cultural music education research. First, I discuss the notion of “Big Ears,” as it is understood by the jazz community. Then, I turn to scholars from various First Nations in British Columbia to learn about their conceptions of listening. I outline decolonial listening strategies as proposed by Indigenous Arts scholar Dylan Robinson, before learning about the role of listening from a settler-Canadian who formally Witnessed the testimonies of Indigenous residential school survivors over a period of years while working for the Truth and Reconciliation Commission of Canada. I examine the writings of music education researchers who have proposed listening as an important strategy in cross-cultural/intercultural pedagogy and research, albeit in different circumstances and for different reasons. Finally, I describe/reflect on my process of learning to listen cross-culturally as a settler-Canadian music education researcher engaged in community-based participatory research (CBPR) over the course of three studies, and list some of the ongoing questions I have. I conclude by proposing a revised understanding of Listening with “Big Ears” as one possible way for non-Indigenous researchers using a CBPR approach to enhance their application of Indigenist research methodology, especially in demonstrating their accountability to Indigenous co-researchers, participants, and communities, as they engage collaboratively in music education research. |
author2 |
Social Sciences and Humanities Research Council of Canada Social Sciences and Humanities Research Council of Canada Social Sciences and Humanities Research Council of Canada |
format |
Article in Journal/Newspaper |
author |
Prest, Anita |
spellingShingle |
Prest, Anita Listening with ‘Big Ears’: Accountability in cross-cultural music education research with Indigenous partners |
author_facet |
Prest, Anita |
author_sort |
Prest, Anita |
title |
Listening with ‘Big Ears’: Accountability in cross-cultural music education research with Indigenous partners |
title_short |
Listening with ‘Big Ears’: Accountability in cross-cultural music education research with Indigenous partners |
title_full |
Listening with ‘Big Ears’: Accountability in cross-cultural music education research with Indigenous partners |
title_fullStr |
Listening with ‘Big Ears’: Accountability in cross-cultural music education research with Indigenous partners |
title_full_unstemmed |
Listening with ‘Big Ears’: Accountability in cross-cultural music education research with Indigenous partners |
title_sort |
listening with ‘big ears’: accountability in cross-cultural music education research with indigenous partners |
publisher |
SAGE Publications |
publishDate |
2023 |
url |
http://dx.doi.org/10.1177/1321103x221140988 http://journals.sagepub.com/doi/pdf/10.1177/1321103X221140988 http://journals.sagepub.com/doi/full-xml/10.1177/1321103X221140988 |
long_lat |
ENVELOPE(-125.003,-125.003,54.000,54.000) |
geographic |
Canada British Columbia |
geographic_facet |
Canada British Columbia |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
Research Studies in Music Education volume 45, issue 3, page 431-443 ISSN 1321-103X 1834-5530 |
op_rights |
https://creativecommons.org/licenses/by-nc/4.0/ |
op_doi |
https://doi.org/10.1177/1321103x221140988 |
container_title |
Research Studies in Music Education |
container_volume |
45 |
container_issue |
3 |
container_start_page |
431 |
op_container_end_page |
443 |
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1811638446177910784 |