Enacting curriculum “in a good way”: Indigenous knowledge, pedagogy, and worldview in British Columbia music education classes

Prest, Anita; Goble, J. Scott; Vázquez-Cordoba, Héctor; Tuinstra, Beth

dc.contributor.author	Prest, Anita
dc.contributor.author	Goble, J. Scott
dc.contributor.author	Vázquez-Cordoba, Héctor
dc.contributor.author	Tuinstra, Beth
dc.date.accessioned	2021-07-22T18:01:23Z
dc.date.available	2021-07-22T18:01:23Z
dc.date.copyright	2021	en_US
dc.date.issued	2021
dc.identifier.citation	Prest, A., Goble, J. S., Vazquez-Cordoba, H., & Tuinstra, E. (2021). Enacting curriculum “in a good way”: Indigenous knowledge, pedagogy, and worldview in British Columbia music education classes. Victoria, BC: University of Victoria.	en_US
dc.identifier.uri	http://hdl.handle.net/1828/13165
dc.description.abstract	In 2015, the British Columbia (BC) Ministry of Education mandated that local Indigenous knowledge, pedagogies, and worldviews be embedded in all subject curriculum documents from Kindergarten to Grade 12. Nevertheless, BC educators, and more specifically music educators, have expressed a lack of confidence to embrace Indigenous principles in the classroom due to a fear of potentially misrepresenting Indigenous cultures.	en_US
dc.language.iso	en	en_US
dc.publisher	Research Partnerships and Knowledge Mobilization	en_US
dc.relation.ispartofseries	Research Snapshots	en_US
dc.subject	music curriculum	en_US
dc.subject	culturally responsive music education	en_US
dc.subject	Indigenous music education	en_US
dc.subject	rural music education	en_US
dc.subject	British Columbia (BC) curriculum	en_US
dc.title	Enacting curriculum “in a good way”: Indigenous knowledge, pedagogy, and worldview in British Columbia music education classes	en_US
dc.type	Other	en_US
dc.description.scholarlevel	Faculty	en_US
dc.description.reviewstatus	Unreviewed	en_US