Year: 2017
Type: other
Abstract: The purpose of this study is to explore how Ontario secondary specialist music teachers are currently working to include Indigenous Issues (II) in their curricula. This research intends to inform the practice of secondary music teachers in Ontario by sharing the best practices, resources, and other findings emerging from two semi-structured interviews. Participants reported integration of II in most areas of music, but a lack of available, authentic repertoire and resources. They also reported a lack of self-confidence in teaching the topic, engagement with II related activities outside the classroom, as well as a perceived lack of II integration into music by other teachers. These findings provide a wealth of implications for the educational community at all levels, as well as for the authors own professional identity and practice as a non-White, Canadian settler educator. This study makes recommendations for music educators, music educator associations, administrators, parents, and the federal and provincial governments. Due to the emerging prominence of II in topics of education, and it’s inversely proportional presence in music education as observed by this study, several areas for further research are outlined.
Source: TSpace (University of Toronto)
Author: Sarah Kamalzadeh
Language: English
Subfield: Music
Field: Arts and Humanities
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2613359405