Atelier 5 - Table ronde - Repenser les priorités dans les programmes de musique postsecondaires aujourd'hui: décolonisation, “indigenizing” et visions pour l'avenir - A. Hoefnagels - H. Aklaseaq Senungetuk - G. Turnbull - M. Walker - L. Wrazen

[ PRÉS.: Beverley Diamond, Memorial University of Newfoundland ]

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With recent decrees to “indigenize” the academy in response to the 94 recommendations of the Truth and Reconciliation in Canada, coupled with querying of white privilege in the academy (and western society at large), we are challenged to decolonize music curricula in broad terms, accounting for diverse traditions, experiences and priorities of our students and the music communities with which we work. This roundtable comprises ethnomusicologists who have been grappling with the challenges of delivering foundational training in music, in ways that are responsive to the diversity of the student body and the valuing of different music cultures. Speaking from the perspectives of teaching historical musicology, ethnomusicology, popular music, and Indigenous music courses, the panelists engage in some of the following questions: How can we develop a more open curriculum to promote greater diversity and inclusion? What methodologies and approaches can be implemented toward decolonizing and “Indigenizing” music curricula? What do these terms mean in very practical and theoretical terms? What is the relationship between decolonization, indigenization, diversity, and inclusion? How has colonialism affected post-secondary music programs in Canada, and how does coloniality continue to shape much of what we teach? How can we better serve our communities and student populations through our teaching? Taken as a whole, this panel encourages a broader discussion among members to consider what can be done to encourage the development of more sustainable and inclusive music programs today.