ABSTRACT

In 2015, the British Columbia (BC) Ministry of Education mandated that local Indigenous knowledge, pedagogy, and worldviews be embedded in all K-12 curricula, but most BC music teachers have been unable to fulfill this directive because they are unfamiliar with Indigenous cultural practices. We designed this multiple case study, informed by Indigenous Protocols and worldviews, to address this gap of knowledge and understanding, so educators might learn how to enact the new curriculum ‘in a good way’ (i.e. in a way that aligns with Indigenous peoples’ ways of knowing). We used document analysis and surveys to identify music educators and Indigenous community members who together had already been successful in embedding local Indigenous knowledge in music classes. We interviewed 51 music teachers, culture bearers, cultural workers, and students to learn how they had done this, and whether they found that such embedding had contributed to fostering cross-cultural understanding and respect. Participants reported that singing and drumming, taught orally in tandem with related stories, were the most prevalent forms of cultural practice, and that establishing relationships and following local Protocols led to greater cross-cultural understanding and respect.

摘要

2015 年，不列颠哥伦比亚省 (BC) 教育部要求将当地土著知识、教学法和世界观纳入所有 K-12 课程，但大多数不列颠哥伦比亚省音乐教师由于不熟悉土著文化而无法履行这一指令做法。我们根据土著协议和世界观设计了这个多案例研究，以解决这种知识和理解的差距，因此教育工作者可以学习如何“以良好的方式”（即以与土著人民保持一致的方式）制定新课程认识方式）。我们使用文件分析和调查来确定音乐教育者和土著社区成员，他们已经成功地将当地土著知识嵌入音乐课程中。我们采访了 51 位音乐教师、文化承载者、文化工作者、和学生了解他们是如何做到这一点的，以及他们是否发现这种嵌入有助于促进跨文化理解和尊重。参与者报告说，与相关故事一起口头教授的唱歌和击鼓是最普遍的文化实践形式，建立关系和遵守当地协议会导致更多的跨文化理解和尊重。