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.

http://act.maydaygroup.org/act-15-4-127-160/

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.

https://doi.org/10.1177/0255761409104939

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