Towards Anticolonial Praxis: Utilizing the Funds of Knowledge Strategy for the Case Study of a Toronto Music School, or The Really Long Explanation of Why It Took So Long For Beyonce to Win Grammy Album of the Year
Notice bibliographique
Résumé
The purpose of this dissertation is to show possibilities for developing anticolonial praxis. Colonizers set up racist systems, including but not limited to education, with institutional power that reproduces neocolonial White supremacy despite anticolonial resistance. Using music education as an example of a neocolonial institution with a global reach, traditional music education offered by the Royal Conservatory of Music (RCM) and Suzuki School of Music (SSM) is critiqued to demonstrate how Eurocentric values are reflected with predominantly White male composers used in music texts, curricula, pedagogies and assessments. Despite decolonial efforts that seek to disrupt systemic neocolonialism through racially inclusive texts and diverse hiring practices, institutional practices continue to perpetuate Anglo-American dominance due to outdated assumptions about racialized women fabricated during European colonization. Spurious science manufactured in tandem with misogyny and racism sought to justify White male hegemony and subalternize Women of Colour. Postcolonialism challenged Eurocentrism and later intersectional and Afrofeminist thought further critiqued and advocated for Women of Colour to gain respect and rights in public participation in communities and institutions. Using the funds of knowledge (FKN) strategy as a form of anticolonial resistance, the findings showed the importance of institutional leadership in developing anticolonial praxis in education. With generous funding from The Helen Carswell Chair in Community Engaged Research in the Arts, I worked as the principal investigator on research titled “Sankofa Beatzz: Testing the Efficacy of the FKN Theory for Music Education.” I conducted research for eight months with three music teachers and eleven students in a Toronto neighborhood music school to explore how racially diverse community knowledge can be incorporated into the classroom. The research questions for the eleven music students developed in collaboration with the three music teachers were: 1) Do you see yourself reflected in the music? 2) What kind of music do you listen to at home with your parents? and 3) Do you want to learn music that you listen to at home? Findings revealed that FKN is useful for inclusion of home pedagogies and that systemic support is vital in helping educators pivot away from Eurocentrism to develop anticolonial praxis. Key words: anti/de/neo/post/colonialism, funds of knowledge (FKN), intersectionality, conscientização, subaltern
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,002 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».