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Listening for Indigeneity: Curriculu...

Thomas, Jennifer.

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Listening for Indigeneity: Curriculum, Repertoire, and Native Students in School Orchestra.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Listening for Indigeneity: Curriculum, Repertoire, and Native Students in School Orchestra./
Author:	Thomas, Jennifer.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	101 p.
Notes:	Source: Masters Abstracts International, Volume: 81-12.
Contained By:	Masters Abstracts International81-12.
Subject:	Music education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27961367
ISBN:	9798641708980

Listening for Indigeneity: Curriculum, Repertoire, and Native Students in School Orchestra.
Thomas, Jennifer.

Listening for Indigeneity: Curriculum, Repertoire, and Native Students in School Orchestra. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 101 p.

Source: Masters Abstracts International, Volume: 81-12.

Thesis (M.M.E.)--University of Kansas, 2020.

This item must not be sold to any third party vendors.

Despite a large and growing body of literature on both Indigenous education and diversity within school music classrooms, there remains scant research on the experiences of Indigenous students in school orchestra. This qualitative single case study, in collaboration with one Indigenous student who participated in four years of school orchestra and is now studying to become a school orchestra teacher, analyzes her experience as a member of a school orchestra and offers important insights from the participant considering these two questions: What factors affected the research participant's decision to stay in school orchestra? And How does the research participant perceive current Indigenous-themed pedagogical literature? Drawing from Critical Race Theory (CRT), Tribal Critical Race Theory (TribalCrit), and multicultural education, this study seeks to contribute to and mobilize future research on a largely marginalized group in music education in order to support inclusion and multicultural curriculum development in secondary school orchestra classrooms, with the intent of exploring future possibilities for improving engagement, recruitment, and retention for Indigenous students and students of color.

ISBN: 9798641708980Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

Indigenous education

Listening for Indigeneity: Curriculum, Repertoire, and Native Students in School Orchestra.
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520 $a Despite a large and growing body of literature on both Indigenous education and diversity within school music classrooms, there remains scant research on the experiences of Indigenous students in school orchestra. This qualitative single case study, in collaboration with one Indigenous student who participated in four years of school orchestra and is now studying to become a school orchestra teacher, analyzes her experience as a member of a school orchestra and offers important insights from the participant considering these two questions: What factors affected the research participant's decision to stay in school orchestra? And How does the research participant perceive current Indigenous-themed pedagogical literature? Drawing from Critical Race Theory (CRT), Tribal Critical Race Theory (TribalCrit), and multicultural education, this study seeks to contribute to and mobilize future research on a largely marginalized group in music education in order to support inclusion and multicultural curriculum development in secondary school orchestra classrooms, with the intent of exploring future possibilities for improving engagement, recruitment, and retention for Indigenous students and students of color.
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