Listening with 'Big Ears': Accountability in cross-cultural music education research with Indigenous partners.

IF 1.3 0 MUSIC
Research Studies in Music Education Pub Date : 2023-10-01 Epub Date: 2023-01-06 DOI:10.1177/1321103X221140988
Anita Prest
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引用次数: 0

Abstract

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.

Abstract Image

用“大耳朵”倾听:与土著合作伙伴在跨文化音乐教育研究中的责任
在这篇理论文章中,我研究了专注倾听的各种概念,包括特定原住民社区持有的概念,以确定在进行跨文化音乐教育研究时,每个概念如何为倾听提供见解。首先,我讨论了爵士乐界所理解的“大耳朵”的概念。然后,我求助于不列颠哥伦比亚省不同原住民的学者,了解他们的听力概念。我概述了土著艺术学者迪伦·罗宾逊提出的非殖民化倾听策略,然后从一位加拿大移民那里了解到倾听的作用。这位移民在为加拿大真相与和解委员会工作的几年里,正式见证了土著寄宿学校幸存者的证词。我研究了音乐教育研究人员的著作,他们提出听力是跨文化/跨文化教育和研究中的一种重要策略,尽管是在不同的情况下,出于不同的原因。最后,我描述/反思了我作为一名移民加拿大音乐教育研究人员在三项研究过程中学习跨文化聆听的过程,并列出了我一直存在的一些问题。最后,我提出了对“大耳朵倾听”的修订理解,作为非土著研究人员使用CBPR方法加强Indigenist研究方法应用的一种可能方式,特别是在他们合作参与音乐教育研究时,展示他们对土著联合研究人员、参与者和社区的责任感。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.00
自引率
37.50%
发文量
37
期刊介绍: Research Studies in Music Education is an internationally peer-reviewed journal that promotes the dissemination and discussion of high quality research in music and music education. The journal encourages the interrogation and development of a range of research methodologies and their application to diverse topics in music education theory and practice. The journal covers a wide range of topics across all areas of music education, and a separate "Perspectives in Music Education Research" section provides a forum for researchers to discuss topics of special interest and to debate key issues in the profession.
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