Experiences in music education: a narrative inquiry with an Anishinaabe administrator in Minnesota
OA Version
Citation
Abstract
Tribal Critical Race theory is a framework for understanding how colonialism and racism are central to experiences of oppression faced by many Native American people in the United States (Brayboy, 2005). In education, including music education, one of the greatest challenges American Indian people face is being pressured to choose either their cultural integrity or to assimilate into dominant European American culture (Brayboy & Castagno, 2009). Steps to decolonize the societal structure include addressing the oppressive nature of colonialism and implementing Native American ways of knowing (Abercrombie-Donahue, 2011). The purpose of this study was to explore the life experiences and music education of an Anishinaabe school administrator who was a student and teacher within an Anishinaabe tribal community in Minnesota. I utilized narrative inquiry as the method for this project considering storytelling is a part of many Native American cultures (Solórzano & Yosso, 2002). Therefore, I applied narrative inquiry to seek possible adaptations to music education practices when teaching on Anishinaabe territory. I kept the participant’s voice dominant and in proximity to documentation from the interviews, considering romanticizing the Native Americans from a White perspective has caused harm over decades (Brayboy, 2004; Bartlett & Brayboy, 2005).
The process of re-storying revealed a need for Anishinaabe students to have a more culturally responsive curriculum in music education on Anishinaabe territory. These curricula involve Anishinaabe cultural music classes being valued at the same level as Western music education classes. Implications for music education practices include blending traditional music education practices with cultural oral traditions. Implications for future research include pathways for music educators to learn local cultural knowledge and worldviews to assist their Indigenous students in navigating and changing the education system.
Description
2025