ACADEMIC ARTICLES INTERNATIONAL
ARTICLES
Brissenden, Philip Glen (2024). Critical Commentary – Decolonizing the Music Curriculum at the University of
Salford. University of Salford. Journal contribution. https://doi.org/10.17866/rd.salford.21774791.v1
Critical Commentary – Decolonizing the Music Curriculum at the University of
Salford. University of Salford
Whitt, C. (2024). Grown from the same ground: Music education, identity, and Indigenous sovereignty. Action, Criticism, and Theory for Music Education, 23(1), 8–37. https://doi.org/10.22176/act23.1.8
Grown from the same ground: Music education, identity, and Indigenous sovereignty
Published May 22, 2024 by Routledge
Decolonising and Indigenising Music EducationFirst Peoples
Leading Research and Practice
Graham, M. (2023). Critiquing the critique: Postcolonialism, moral concerns, and epistemology: An essay review of The Routledge Handbook to Sociology of Music Education, Part I. Action, Criticism, and Theory for Music Education, 22(1), 6–37. https://doi.org/10.22176/act22.1.6
Critiquing the critique: Postcolonialism, moral concerns, and epistemology: An essay review of The Routledge Handbook to Sociology of Music Education, Part I
Meling, L. K., Fadnes, P. F., & Mittner, L. (2023). Decolonizing Higher Education: Rationales and
Implementations from the Subject of Music History. In O. B. Øien, S. S. Kolaas, M. F. Duch & E. Angelo (Eds.),
MusPed: Research: Vol. 6. Explorative Perspectives in Music and Education (Chap. 8, pp. 171–198). Cappelen
Damm Akademisk. https://doi.org/10.23865/noasp.200.ch8
Decolonizing Higher Education: Rationales and
Implementations from the Subject of Music History
de Quadros, A. (2023). Can I speak, when and how? Colonization, subalternity, and contested practice. Action,Criticism, and Theory for Music Education, 22(3), 107–121. https://doi.org/10.22176/act22.3.107
Can I speak, when and how? Colonization, subalternity, and contested 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
Lysaker, M. Y. (2022). Alternative to what? Alternative Strings, Colonialism, and Decolonizing the String
Curriculum. American String Teacher, 72(3), 27–31.
https://journals.sagepub.com/doi/abs/10.1177/00031313221104496
Alternative to what? Alternative Strings, Colonialism, and Decolonizing the String
Curriculum
Philpott, C. (2022). What does it mean to decolonise the school music curriculum? London Review of
Education, 20(1), 1–12. DOI: https://doi.org/10.14324/LRE.20.1.07.
What does it mean to decolonise the school music curriculum? London Review of
Education
Roy, J. (2021). Towards decolonial pedagogies of world music. Ethnomusicology Forum, 31(1), 50–69.
https://doi.org/10.1080/17411912.2021.1985562
Towards decolonial pedagogies of world music
Adu-Gilmore, L. (2021). Critical sonic practice: Decolonizing boundaries in music research. Continental Thought & Theory: A Journal of Intellectual Freedom, Thinking music: Praxis and Aesthetics, 187–209.
Critical sonic practice: Decolonizing boundaries in music research
Hess, J. (2021). Music education and the colonial project. The Routledge Handbook to Sociology of Music
Education. London: Routledge, 23–39.
Music education and the colonial project
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
Ogisi, A. (2020). Towards decolonizing music education in Nigeria. JOURNAL OF NIGERIAN MUSIC EDUCATION
(JONMED), 11(1).
Towards decolonizing music education in Nigeria
Oberhofer, C. (2020). Decolonization and Indigenization in music education. The Canadian Music Educator, 62(1), 48–53.
Decolonization and Indigenization in music education
Walker, M. E. (2020). Towards a decolonized music history curriculum. Journal of Music History Pedagogy,
10(1), 1–19. https://www.ams-net.org/ojs/index.php/jmhp/article/view/310
Towards a decolonized music history curriculum
Figueroa, M. A. (2020). Decolonizing “Intro to World Music?”. Journal of Music History Pedagogy, 10(1),
39–57. https://music.unc.edu/wp-content/uploads/sites/120/2021/04/308-Article-Text-2266-1-10-20200409-1.pdf
Decolonizing “Intro to World Music?”
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
Rosabal-Coto, G. (2019). The day after music education. Action, Criticism, and Theory for Music Education, 18(3), 1–24. https://doi.org/10.22176/act18.3.1
The day after music education
Avis, R. (2019). Bi-musical curricula and “Abyssal Thinking”: The case of KM Music Conservatory, India. Action, Criticism, and Theory for Music Education, 18(3), 25–55. https://doi.org/10.22176/act18.3.26
Bi-musical curricula and “Abyssal Thinking”: The case of KM Music Conservatory, India
Souza, E. S. (2019). Higher music (educ)ACTION in southeastern Brazil: Curriculum as a practice and
possibilities for action in (de)colonial thought. Action, Criticism, and Theory for Music Education, 18(3),
85–114. https://doi.org/10.22176/act18.3.85
Higher music (educ)ACTION in southeastern Brazil: Curriculum as a practice and
possibilities for action in (de)colonial thought
Chávez, L., & Skelchy, R. P. (2019). Decolonization for ethnomusicology and music studies in higher education. Action, Criticism, and Theory for Music Education, 18(3), 115–143. https://doi.org/10.22176/act18.3.115
Decolonization for ethnomusicology and music studies in higher education
Walker, G. R. (2019). Music research in a South African higher education institution. Action, Criticism, and
Theory for Music Education, 18(3), 144–171. https://doi.org/10.22176/act18.3.144
Music research in a South African higher education institution
Lafontant Di Niscia, A. (2019). Unveiling the dark side of tonewoods: A case study about the musical
instrument demand for the Venezuelan Youth Orchestra El Sistema. Action, Criticism, and Theory for Music Education, 18(3), 259–288. http://doi.org/10.22176/act18.3.259
Unveiling the dark side of tonewoods: A case study about the musical
instrument demand for the Venezuelan Youth Orchestra El Sistema
Rakena, T. O. (2019). Tears of the collective: Healing historical trauma through community arts. Action,
Criticism, and Theory for Music Education, 18(2), 130–46. http://dx. doi.org/10.22176/act18.2.130
Tears of the collective: Healing historical trauma through community arts
Attas, R., & Walker, M. E. (2019). Exploring decolonization, music, and pedagogy. Intersections, 39(1), 3–20.
https://www.erudit.org/en/journals/is/2019-v39-n1-is05836/1075339ar/
Exploring decolonization, music, and pedagogy
Woloshyn, A. (2019). Decolonizing desires and unsettling musicology: A settler’s personal story of researching and teaching Indigenous music at an American university. Intersections, 39(1), 41–55.
https://www.erudit.org/en/journals/is/2019-v39-n1-is05836/1075341ar/abstract/
Decolonizing desires and unsettling musicology: A settler’s personal story of researching and teaching Indigenous music at an American university
Stanton, B. (2018). Musicking in the borders toward decolonizing methodologies. Philosophy of Music
Education Review, 26(1), 4-23.
https://www.jstor.org/stable/10.2979/philmusieducrevi.26.1.02
Musicking in the borders toward decolonizing methodologies
Hess, J. (2018). Challenging the empire in empir(e)ical research: the question of speaking in music
education. Music Education Research, 20(5), 573–590. https://doi.org/10.1080/14613808.2018.1433152
Challenging the empire in empir(e)ical research: the question of speaking in music
education
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.
‘Music Alive! In the Yakima Valley.’ International
Journal: Popular Music and Society
Journal: Popular Music and Society, 40(1), 2017. “Popular Music and the Postcolonial”
Song for a King’s Exile: Royalism and Popular Music in Postcolonial Uganda
Pier, D. (2016). Song for a King’s Exile: Royalism and Popular Music in Postcolonial Uganda. Popular Music
and Society, 40(1), 5–21. https://doi.org/10.1080/03007766.2016.1237237
Popular Songs and Resistance: Ngũgĩ wa Thiong’o’s Maitũ Njugĩra
Ndĩgĩrĩgĩ, G. (2016). Popular Songs and Resistance: Ngũgĩ wa Thiong’o’s Maitũ Njugĩra. Popular Music and
Society, 40(1), 22–36. https://doi.org/10.1080/03007766.2016.1229549
Popular Music and the Young Postcolonial State of Cameroon
Brunner, A. (2016). Popular Music and the Young Postcolonial State of Cameroon, 1960–1980. Popular Music
and Society, 40(1), 37–48. https://doi.org/10.1080/03007766.2016.1230380
Edward Said on Popular Music. Popular Music and Society
Capitain, W. (2016). Edward Said on Popular Music. Popular Music and Society, 40(1), 49–60.
https://doi.org/10.1080/03007766.2016.1228097
Occitan Music Revitalization as Radical Cultural Activism: From Postcolonial Regionalism
to Altermondialisation
Magnat, V. (2016). Occitan Music Revitalization as Radical Cultural Activism: From Postcolonial Regionalism
to Altermondialisation. Popular Music and Society, 40(1), 61–74.
https://doi.org/10.1080/03007766.2016.1228368
Irish Republican Music and (Post)colonial Schizophrenia
Millar, S. R. (2016). Irish Republican Music and (Post)colonial Schizophrenia. Popular Music and
Society, 40(1), 75–88. https://doi.org/10.1080/03007766.2016.1229098
Rapping Postcoloniality: Akala’s “The Thieves Banquet” and Neocolonial Critique
Williams, J. A. (2016). Rapping Postcoloniality: Akala’s “The Thieves Banquet” and Neocolonial
Critique. Popular Music and Society, 40(1), 89–101. https://doi.org/10.1080/03007766.2016.1230457
Decolonizing Korean Popular Music: The “Japanese Color” Dispute over Trot
Lee, S. A. (2016). Decolonizing Korean Popular Music: The “Japanese Color” Dispute over Trot. Popular Music
and Society, 40(1), 102–110. https://doi.org/10.1080/03007766.2016.1230694
Potential contributions of music education to peacebuilding: curricular concerns
Sandoval, E. (2016). Potential contributions of music education to peacebuilding: curricular concerns. Journal
of Peace Education, 13(3), 238–251. https://doi.org/10.1080/17400201.2016.1234647
Potential contributions of music education to peacebuilding: curricular concerns
Heralding the other: Sousa, simulacra, and settler colonialism
Graham, M. C. (2016). Heralding the other: Sousa, simulacra, and settler colonialism. Action, Criticism, and
Theory for Music Education, 15(2), 146–177. act.maydaygroup.org/articles/Graham15_2.pdf
Costa Rica’s SINEM: A perspective from postcolonial institutional ethnography
Rosabal-Coto, G. (2016). Costa Rica’s SINEM: A perspective from postcolonial institutional ethnography.
Action, Criticism, and Theory for Music Education, 15(1), 154–187.
act.maydaygroup.org/articles/RosabalCoto15_1.pdf
Hip hop and nueva canción as decolonial pedagogies of epistemic justice
Cervantes, M. A., & Saldaña, L. P. (2015). Hip hop and nueva canción as decolonial pedagogies of epistemic
justice. Decolonization: Indigeneity, education & society, 4(1).
Unsettling binary thinking: Tracing an analytic trajectory of the place of Indigenous musical
knowledge in the academy
Hess, J. (2015). Unsettling binary thinking: Tracing an analytic trajectory of the place of Indigenous musical
knowledge in the academy. Action, Criticism, and Theory for Music Education 14(2), 54–84.
https://act.maydaygroup.org/articles/Hess14_2.pdf
Decolonizing music education: Moving beyond tokenism
Hess, J. (2015). Decolonizing music education: Moving beyond tokenism. International Journal of Music
Education, 33(3), 336–347. https://journals.sagepub.com/doi/abs/10.1177/0255761415581283
Good for what, good for whom? Decolonizing music education philosophies
B 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 (online ed.). Oxford
University Press. https://doi.org/10.1093/oxfordhb/9780195394733.013.0022