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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ftpubmed:oai:pubmedcentral.nih.gov:10584657 2023-11-12T04:17:09+01:00 Listening with ‘Big Ears’: Accountability in cross-cultural music education research with Indigenous partners Prest, Anita 2023-01-06 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC10584657/ https://doi.org/10.1177/1321103X221140988 en eng SAGE Publications http://www.ncbi.nlm.nih.gov/pmc/articles/PMC10584657/ http://dx.doi.org/10.1177/1321103X221140988 © The Author(s) 2023 https://creativecommons.org/licenses/by-nc/4.0/This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage). Res Stud Music Educ Perspective Articles Text 2023 ftpubmed https://doi.org/10.1177/1321103X221140988 2023-10-22T01:02:08Z 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. Text First Nations PubMed Central (PMC) British Columbia ENVELOPE(-125.003,-125.003,54.000,54.000) Canada Research Studies in Music Education 45 3 431 443 |
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Perspective Articles Prest, Anita Listening with ‘Big Ears’: Accountability in cross-cultural music education research with Indigenous partners |
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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. |
format |
Text |
author |
Prest, Anita |
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://www.ncbi.nlm.nih.gov/pmc/articles/PMC10584657/ https://doi.org/10.1177/1321103X221140988 |
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ENVELOPE(-125.003,-125.003,54.000,54.000) |
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British Columbia Canada |
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British Columbia Canada |
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First Nations |
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First Nations |
op_source |
Res Stud Music Educ |
op_relation |
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC10584657/ http://dx.doi.org/10.1177/1321103X221140988 |
op_rights |
© The Author(s) 2023 https://creativecommons.org/licenses/by-nc/4.0/This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage). |
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https://doi.org/10.1177/1321103X221140988 |
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Research Studies in Music Education |
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45 |
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3 |
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431 |
op_container_end_page |
443 |
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