ACADEMIC ARTICLES AND REPORTS
ARTICLES
Prest, A., Goble, J. S., & Vazquez-Cordoba, H. M. (2024). Conference is ceremony: The centrality of process in community-based participatory research in music education with Indigenous partners. International Journal of Qualitative Methods 23, 1-11.
https://doi.org/10.1177/16094069241282870
Conference is
ceremony: The centrality of process in community-based participatory research
in music education with Indigenous partners
Prest, A., & Vazquez-Cordoba, H. M. (2024). Decolonizing and Indigenizing post-secondary music teacher education through teachings of the grandmother drum: Investigating in-service music educators’ application of Indigenous knowledge. The Canadian Music Educator, 65(3), 24-36.
https://decolonizingmusiced.ca/wp-content/uploads/2024/09/CME-65-3.pdf
Decolonizing and Indigenizing post-secondary
music teacher education through teachings of the grandmother drum:
Investigating in-service music educators’ application of Indigenous knowledge
On Embedding Indigenous Musics in Schools: Examining the Applicability of Possible Models to One School District’s Approach
Prest, A., Goble, J. S., & Vazquez-Cordoba, H. (2022). On embedding Indigenous musics in schools: Examining the applicability of possible models to one school district’s approach. Update: Applications of Music Education Research, 41(2), 60–69. https://doi.org/10.1177/87551233221085739
Prest, A., Goble, J. S., Vazquez-Cordoba, H., & Jung, H.-J. (2021). On sharing circles and educational policies: Learning to enact Indigenous worldviews in British Columbia music classes. Finnish Journal of Music Education, 24(2), 54–69.
https://issuu.com/sibelius-akatemia/docs/fjme_2021_2_vol24_nettiversio
On sharing circles and educational policies: Learning to enact Indigenous worldviews in British Columbia music classes
Enacting curriculum ‘in a good way:’ Indigenous knowledge, pedagogy, and worldviews in British Columbia music education classes
Prest, A., Goble, J. S., Vazquez-Cordoba, H., & Tuinstra, B. (2021). Enacting curriculum “in a good way:" Indigenous knowledge, pedagogy, and worldviews in British Columbia music education classes. Journal of Curriculum Studies, 53(5), 711–28. DOI: https://doi.org/10.1080/00220272.2021.1890836
Prest, A., & Goble, J. S. (2021). Language, music, and revitalizing Indigeneity: Effecting cultural restoration and ecological balance via music education. Philosophy of Music Education Review, 29(1), 24–46. DOI: https://doi.org/10.2979/philmusieducrevi.29.1.03
Language, music, and revitalizing Indigeneity: Effecting cultural restoration and ecological balance via music education
Cross-cultural understanding: The role of rural school-community music education partnerships
Prest, A. (2020). Cross-cultural understanding: The role of rural school-community music education partnerships. Research Studies in Music Education 42(2), 208–230. DOI: https://doi.org/10.1177/1321103X18804280
Tuinstra, B. (2019). Embracing identity: An examination of non-western music education practices in British Columbia. International Journal of Music Education, 37(2), 286–297. doi:10.1177/0255761419827359
Embracing identity: An examination of non-Western music education practices in British Columbia
Social Capital as a Framework in Music Education Research
Prest, A. (2016). Social capital as a conceptual framework in music education research. [Special issue on rural music education]. Action, Criticism, and Theory for Music Education, 15(4), 127-60.
Prest, A. (2013). Challenges and place-based responses for music education in rural British. Columbia: A UBC Study. Canadian Music Educator, 55(2), 11–19. https://link.gale.com/apps/doc/A449315944/AONE?u=anon~85eb99dc&sid=googleScholar&xid=782a1cc8
Challenges and Place-Based Responses for Music Education in Rural British Columbia: a UBC study
Weaving First Nations cultural practices into music education in British Columbia
Prest, A. (2013). Weaving First Nations cultural practices into music education in British Columbia. Japanese Journal of Music Education Research, 43(2), 15–21. https://www.academia.edu/12073892/Weaving_First_Nations_Ways_of_Musicing_into_British_Columbian_School_Music_Education_Curricula?source=swp_share
Kennedy, M. C. (2009). Earthsongs: Indigenous ways of teaching and learning. International Journal of Music Education, 27(2), 169-182.
Weaving First Nations cultural practices into music education in British Columbia
REPORTS
Culturally Responsive Music Education: Embedding Indigenous Knowledge, Pedagogy, and Cultural Practices in Rural British Columbian Public Schools
From Policy to Practice: Indigenizing and Decolonizing Music Education
Culturally Responsive Music Education: Embedding Indigenous Knowledge, Pedagogy, and Cultural Practices in Metropolitan British Columbian Public Schools
From Policy to Practice: Indigenizing and Decolonizing Music Education
Indigenizing Vocal/Choral Music Education: Towards an Ethos of Resurgence, Reconciliation, and Bridging
From Policy to Practice: Indigenizing and Decolonizing Music Education
Embedding Indigenous ways of knowing in the classroom
From Policy to Practice: Indigenizing and Decolonizing Music Education
From Policy to Practice Framework
From Policy to Practice: Indigenizing and Decolonizing Music Education
Music Education Conference. Outcomes of Conversations
From Policy to Practice: Indigenizing and Decolonizing Music Education
We acknowledge and respect the lək̓ʷəŋən peoples on whose traditional territory the University of Victoria stands, and the Songhees, Esquimalt and W̱SÁNEĆ peoples whose historical relationships with the land continue to this day