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Facing the Indigenous ‘Other’: Culturally Responsive Research and Pedagogy in Music Education

Published online by Cambridge University Press:  05 May 2016

Terry Locke Open the ORCID record for Terry Locke [Opens in a new window]  and
Lauren Prentice
Terry Locke*
Affiliation:
Faculty of Education, University of Waikato, PB 3105, Hamilton, New Zealand
Lauren Prentice
Affiliation:
Faculty of Education, University of Waikato, PB 3105, Hamilton, New Zealand
*
address for correspondence: Terry Locke, Faculty of Education, University of Waikato, PB 3105, Hamilton, New Zealand. Email: locket@waikato.ac.nz
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Abstract

This narrative article is based on an analysis of 61 documents, mostly articles, of which 37 were peer-reviewed, including research studies, reviews, conceptual research and narratives of practice. Review findings are reported with specific reference to the Australian and New Zealand contexts in relation to the following topic categories: the presence of indigenous music in the curriculums of selected ‘new world’ countries, teacher education in indigenous performing arts, questions of curriculum design and programming, resource selection, activity design, and school and community relationships. Certain key themes emerged across these topics: the need for a greater emphasis on more culturally nuanced music teacher education in relation to indigenous musics; the critical importance of teaching indigenous music/arts contexts; song ownership; and the need for music educators and researchers to develop a critical stance towards their subject and discipline.

Keywords

music educationindigenous musicmulticulturalismpostcolonialism
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 45 , Issue 2 , December 2016 , pp. 139 - 151
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Copyright
Copyright © The Author(s) 2016 

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