ACADEMIC ARTICLES CANADA
ARTICLES
Decolonizing” the Music in Canada Course1
Simonot-Maiello, C. (2024). Decolonizing” the Music in Canada Course1. In O. R. Lucas, & L. M. Pruett (Eds.),
Teaching difficult topics: Reflection from the undergraduate music classroom, pp. 131–147.
https://library.oapen.org/bitstream/handle/20.500.12657/93946/9780472904594.pdf?sequence=1#page=1
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‘Unpacking the keeper current’ of settler colonialism: Why decolonizing work is complicated for (white) music educators
Stark, J. (2023). ‘Unpacking the keeper current’ of settler colonialism: Why decolonizing work is complicated for (white) music educators. Action, Criticism, and Theory for Music Education, 22(2), 37–62.
https://doi.org/10.22176/act22.2.37
Listening with ‘Big Ears’: Accountability in cross-cultural music education research with Indigenous partners
Prest, A. (2023). Listening with ‘Big Ears’: Accountability in cross-cultural music education research with Indigenous partners. Research Studies in Music Education, 45(3), 431-443. https://doi.org/10.1177/1321103X221140988
Reflections of a White music educator on decolonizing music education
Stark, J. (2022). Reflections of a White music educator on decolonizing music education. The Canadian Music
Educator, 63(2), 58-68.
https://www.proquest.com/openview/31baece8cc9037c6fd25b0527b58d347/1?pq-
origsite=gscholar&cbl=45770
Wayi Wah! Indigenous pedagogies: An act for reconciliation and anti-racist education
Chrona, J.-A. (2022). Wayi Wah! Indigenous pedagogies: An act for reconciliation and anti-racist education. Portage & Main Press.
Decolonizing and Indigenizing music education through self-reflexive sociological research and practice
Prest, A., & Goble, J. S. (2022). Decolonizing and Indigenizing music education through self-reflexive sociological research and practice. In C. Frierson-Campbell, C. Hall, S. Powell, & G. Rosabal-Coto (Eds.), Sociological Thinking in Music Education: International Intersections (pp. 203–216).Oxford University Press. https://doi-org.ezproxy.library.uvic.ca/10.1093/oso/9780197600962.003.0015
Diluting democracy: Arts education, Indigenous policy, and the paradoxes of
participation
Schmidt, P. (2021). Diluting democracy: Arts education, Indigenous policy, and the paradoxes of
participation. Action, Criticism, and Theory for Music Education, 20(2), 30–59.
https://doi.org/10.22176/act20.1.30
Struggling Towards Decolonization in Canadian Music Schools
Diamond, B. (2021). Struggling Towards Decolonization in Canadian Music Schools. MUSICultures, 48,
366–379. file:///Users/jennie/Downloads/mc48_art18.pdf
Everything is connected: A landscape of music education in Canada, 2021
Con, A., Younker, B. A., & Zavitz, K. (2021). Everything is connected: A landscape of music education in Canada, 2021. The Coalition for Music Education. https://drive.google.com/drive/u/1/folders/1yRuBguRb4blcSE-2U8yuxwu_OPiOG6t4
Shall we do this together? Decolonizing instrumental music education in Canada
Prest, A., & Tremblay, K. (2021). Shall we do this together? Decolonizing instrumental music education in Canada. Canadian Winds, 20(1), 29–33. https://drive.google.com/file/d/1FMKbo4yfGE91PMPq-JM2b5eFvGVw3uCV/view
To Honor and Inform: Addressing Cultural Humility in Intercultural Music Teacher Education in Canada
Dolloff, L. (2020). To Honor and Inform: Addressing Cultural Humility in Intercultural Music Teacher Education in Canada. In H. Westerlund, S. Karlsen, & K. Partti (Eds.), Visions for Intercultural Music Teacher Education (pp. 135–148). Springer International Publishing
Strategies for settler decolonization: Decolonial pedagogies in a popular music analysis course
Attas, R. (2019). Strategies for settler decolonization: Decolonial pedagogies in a popular music analysis
course. Canadian Journal of Higher Education, 49(1), 125-139.
https://www.erudit.org/en/journals/cjhe/2019-v49-n1-cjhe04663/1060827ar/