ACADEMIC ARTICLES INTERNATIONAL
ARTICLES
Published May 22, 2024 by Routledge
Decolonising and Indigenising Music EducationFirst Peoples
Leading Research and Practice
Vazquez-Cordoba, H. M. (2023).¨Do not dig further back¨: The 500-year assimilation project in Mexico. Action, Criticism, and Theory for Music,22(3), 179-197.
¨Do not dig further back¨: The 500-year assimilation project in Mexico
Vazquez-Cordoba, H. M. (2023). “There is no global justice without global cognitive justice”: Envisioning music making through the ecologies of knowledges in the context of Mexico. In O. Odena (Ed.) Music and Social Inclusion: International Research and Practice in Complex Settings (pp. 145-158). Taylor & Francis Group.
“There is no global justice without global cognitive justice”: Envisioning music making through the ecologies of knowledges in the context of Mexico
Fienberg, T. (2023). Reaching out: Yarning, sharing, and learning with First Nations artists through social media. Action, Criticism, and Theory for Music Education, 22(4), 44-78. [More Information]
Reaching out: Yarning, sharing, and learning with First Nations artists through social media
Fienberg, T. (2023). Music, literature, and community: Reflections on a framework for learning through and from Aboriginal and Torres Strait Islander music. Research Studies in Music Education, 45(3), 444-462. [More Information]
Music, literature, and community: Reflections on a framework for learning through and from Aboriginal and Torres Strait Islander music
Fienberg, T., Higgison, D. (2022). Finding solid ground: Industry collaboration and mentoring Aboriginal and Torres Strait Islander students in secondary schools. In Katelyn Barney (Eds.), Musical collaboration between Indigenous and non-Indigenous people in Australia, (pp. 109-121). New York: Routledge. [More Information]
Finding solid ground: Industry collaboration and mentoring Aboriginal and Torres Strait Islander students in secondary schools
Bates, V., Shevock, D., & Prest, A. (2021). Cultural diversity, ecodiversity, and music education. In A. A. Kallio, S. Karlsen, K. Marsh, E. Saether, & H. Westerlund (Eds.), The Politics of Diversity in Music Education, (pp. 163–174). Landscapes: The arts, aesthetics, and education series. Springer. https://link.springer.com/book/10.1007%2F978-3-030-65617-1
Cultural diversity, ecodiversity, and music education
Prest, A., & Goble, J. S. (2021).Toward a sociology of music education informed by Indigenous perspectives. In R. Wright, P. Kanellopoulos, G. Johansen, & P. Schmidt (Eds.), Routledge Handbook to Sociology of Music Education, (pp. 80–96). Routledge. https://doi.org/10.4324/9780429504631
Toward a sociology of music education informed by Indigenous perspectives
Kallio, A. A. (2019). Decolonizing music education research and the (im)possibility of methodological responsibility. Research Studies in Music Education, 42(2), 177–191. doi:10.1177/1321103X19845690
Decolonizing music education research and the (im)possibility of methodological responsibility
Vazquez, H. M. (2019). (Re)centering Indigenous perspectives in music education in Latin America. Action, Criticism, and Theory for Music, 18(3), 200–225. https://doi.org/10.22176/act18.3.200
(Re)centering Indigenous perspectives in music education in Latin America
Vazquez, H. M. (2017). La educación musical como una oportunidad para el aprendizaje de la cosmovisión de los pueblos indígenas en los niveles básico y medio del sistema educativo mexicano: El caso de la Huasteca. Revista Internacional de Educación Musical, 5, 103–110. DOI: 10.12967/RIEM-2017-5-p103-110.
La educación musical como una oportunidad para el aprendizaje de la cosmovisión de los pueblos indígenas en los niveles básico y medio del sistema educativo mexicano: El caso de la Huasteca
Shifres, F., & Rosabal-Coto, G. (2017). Hacia una educación musical decolonial en y desde Latinoamérica. Revista Internacional de Educación Musical, 5, 85–91. DOI: 10.12967/RIEM-2017-5-p85-91
Hacia una educación musical decolonial en y desde Latinoamérica
Locke, T., & Prentice, L. (2016). Facing the Indigenous “Other”: Culturally responsive research and pedagogy in music education. Australian Journal of Indigenous Education, 45(2), 139–151. doi: 10.1017/jie.2016.1.
Facing the Indigenous “Other”: Culturally responsive research and pedagogy in music education
Prest, A. (2016). Editorial introduction: Recognizing the rural. [Special issue on rural music education]. Action, Criticism, and Theory for Music Education, 15(4), 1–11.
Editorial introduction: Recognizing the rural. [Special issue on rural music education]
Rosabal-Coto, G. (2014). “I did it my way!” A case study of resistance to coloniality in music learning and socialization. Action, Criticism, and Theory for Music Education, 13(1), 155–187.
“I did it my way!” A case study of resistance to coloniality in music learning and socialization
Rosabal-Coto, G. (2013). La herida colonial en los orígenes de la educación musical escolar costarricense. Revista Estudio, 27, 278–295.
La herida colonial en los orígenes de la educación musical escolar costarricense
Aguilar, C. L. (2013). Norwegian and Mexican National Curricula seen in the light of Indigenous Education [Master’s thesis, University of Oslo], University of Oslo online Library. https://www.duo.uio.no/handle/10852/38499
Norwegian and Mexican National Curricula seen in the light of Indigenous Education [Master’s thesis, University of Oslo], University of Oslo online Library
Bradley, D. (2012). Good for what, good for whom? Decolonizing music education philosophies. In W. Bowman & A.L. Frega (Eds), The Oxford handbook of philosophy in music education (pp. 409–433). Oxford University Press.
Good for what, good for whom? Decolonizing music education philosophies
Archibald, M. L. (2011). The inclusion of musical knowledge and perspectives of a First Nation in three Ontario mainstream schools [Doctoral dissertation, University of British Columbia], UBC online library. https://open.library.ubc.ca/cIRcle/collections/ubctheses/24/items/1.0055372
The inclusion of musical knowledge and perspectives of a First Nation in three Ontario mainstream schools [Doctoral dissertation, University of British Columbia], UBC online library
Power, A., & Bradley, M. (2011). Teachers make a difference to the study of Aboriginal music in NSW. Australian Journal of Music Education, 2, 22–29.
Teachers make a difference to the study of Aboriginal music in NSW
Webb, M., Fienberg, T. (2011). Screen worlds, sound worlds and school: a consideration of the potential of the ethnomusicology of Australian Indigenous film for music education. Australian Journal of Music Education, 2011 (2), 30-43.
https://files.eric.ed.gov/fulltext/EJ952013.pdf
Screen worlds, sound worlds and school: a consideration of the potential of the ethnomusicology of Australian Indigenous film for music education
Fienberg, T. (2010). Listening for Maranoa: musical appropriation, Australian Indigenous music and music education. CDIME10: Tenth International Conference on Cultural Diversity in Music Education, Sydney: Sydney Conservatorium of Music.
Listening for Maranoa: musical appropriation, Australian Indigenous music and music education
Campbell, P.S. (2010). ‘Music Alive! In the Yakima Valley.’ International
Journal of Community Music 3(2), 303–308.
