Whilst increasing attention is paid to decolonizing music education practice in the classroom, the research processes by which scholars identify, understand, and evaluate anti-colonial or decolonizing work are often entrenched in colonial logics themselves. The politics of knowledge and knowledge production between indigenous epistemes and the Academy thus raise questions as to the methodological responsibility of music education research in indigenous settings, particularly when conducted by non-indigenous researchers. Drawing upon a recent music education study conducted together with indigenous Sámi peoples in Finland, this article argues that despite the good intentions of music education scholars methodological responsibility may well be an unachievable goal. However, if we understand research ethics as more than the procedural accountability to institutional review boards or funding committees, methodological responsibility may better be understood as a condition of possibility found in relation with others. Thus, in order to decolonize music education practice, researchers are challenged to step outside of their epistemic and methodological comfort zones, and to consider how we may also decolonize music education research.

中文翻译：

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非音乐教育研究的非殖民化和方法论责任的（不）可能性

尽管人们越来越重视在课堂上进行非殖民化的音乐教育实践，但学者们通过其确定，理解和评估反殖民或非殖民化工作的研究过程通常已经根植于殖民地逻辑之中。因此，土著认识论与学院之间的知识和知识生产政治引发了人们对土著环境中音乐教育研究的方法论责任的质疑，特别是在由非土著研究者进行音乐研究时。根据最近与芬兰萨米人一起进行的音乐教育研究，本文认为，尽管音乐教育学者有良好的意愿，但是方法论上的责任可能是无法实现的目标。然而，如果我们对研究伦理的理解不仅仅是对机构审查委员会或资助委员会的程序责任，那么方法责任可能更好地理解为与他人联系的可能性条件。因此，为了使音乐教育实践非殖民化，研究人员面临着走出认识论和方法论舒适区之外的挑战，并考虑如何也可以将音乐教育研究非殖民化。