Listening with 'Big Ears': Accountability in Cross-Cultural Music Education Research with Indigenous Partners

Autor/in	Prest, Anita
Titel	Listening with 'Big Ears': Accountability in Cross-Cultural Music Education Research with Indigenous Partners
Quelle	In: Research Studies in Music Education, 45 (2023) 3, S.431-443 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prest, Anita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1321-103X
DOI	10.1177/1321103X221140988
Schlagwörter	American Indian Education; Cross Cultural Studies; Music Education; Indigenous Knowledge; College Faculty; Residential Schools; Trauma; Conflict Resolution; Land Settlement; American Indians; Intercultural Communication; Teaching Methods; Listening Skills; Foreign Countries; Researchers; Participatory Research; Accountability; Canada + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Musikerziehung; Fakultät; Heimschule; Conflict solving; Konfliktlösung; Konfliktregelung; Siedlungsraum; American Indian; Indianer; Interkulturelle Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Researcher; Forscher; Forschungstätigkeit; Verantwortung; Kanada
Abstract	In this theoretical article, I examine various conceptions of focused listening--including those held by specific First Nations communities--to determine how each conception might offer insights for listening while conducting cross-cultural music education research. First, I discuss the notion of "Big Ears," as it is understood by the jazz community. Then, I turn to scholars from various First Nations in British Columbia to learn about their conceptions of listening. I outline decolonial listening strategies as proposed by Indigenous Arts scholar Dylan Robinson, before learning about the role of listening from a settler-Canadian who formally Witnessed the testimonies of Indigenous residential school survivors over a period of years while working for the Truth and Reconciliation Commission of Canada. I examine the writings of music education researchers who have proposed listening as an important strategy in cross-cultural/intercultural pedagogy and research, albeit in different circumstances and for different reasons. Finally, I describe/reflect on my process of learning to listen cross-culturally as a settler-Canadian music education researcher engaged in community-based participatory research (CBPR) over the course of three studies, and list some of the ongoing questions I have. I conclude by proposing a revised understanding of Listening with "Big Ears" as one possible way for non-Indigenous researchers using a CBPR approach to enhance their application of Indigenist research methodology, especially in demonstrating their accountability to Indigenous co-researchers, participants, and communities, as they engage collaboratively in music education research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01