Colonization and Colonialism, History of

Reinhard, Wolfgang

doi:10.1016/b0-08-043076-7/02681-4

Cited by 5 publications

(2 citation statements)

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“…The Dictionary of the Social Sciences defines colonialism as, "A system of control, exploitation, and occupation of one territory or country by another" (Calhoun, 2002). The control, exploitation, and occupation of the dominant West propagated and diffused a Western concept of the arts and a Western system of education throughout the entire world (Reinhard, 2015). Several Western European countries colonized most of the world between the fifteenth century and the present, and these Western European colonizers have affected every country in the world.…”

Section: The Overarching Concept That Influences My Researchmentioning

confidence: 99%

Embracing identity: An examination of non-Western music education practices in British Columbia

Tuinstra

2019

International Journal of Music Education

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British Columbia (BC) is becoming increasingly diverse, so I began this research in an effort to understand the practices of other teachers across BC regarding the inclusion of musics that reflect the cultural diversity of their students. With the introduction of a new curriculum in BC beginning in 2015, music educators across the province can now meaningfully include musics that embrace the cultural diversity of their students. Additionally, Indigenous musics, worldviews, and teachings have their own elevated position as part of the new curriculum and are no longer grouped together with other musics as part of musics from a variety of cultural and social contexts.Thus, I surveyed BC music teachers to understand their current practices, experiences, and attitudes using a mixed-methods questionnaire using both open-and closed-ended questions.Decolonization and historical, philosophical, and theoretical supports for non-Western music education are the frameworks for this research. I distributed my questionnaire via the BC Music Educators' Association listserve and conference, and I received eighty valid responses (N = 80). I discovered that 68% of participants currently utilize non-Western musics (nWM) in their own practices and of the 32% of participants who do not include nWM, 42% have used nWM in the past. Educators reported many benefits that they experienced through the inclusion of nWM, but they also reported some difficulties or barriers. Therefore, I will share the results of this exploration of the current practices, experiences, and attitudes of music educators in BC.

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Section: The Overarching Concept That Influences My Researchmentioning

confidence: 99%

Embracing identity: An examination of non-Western music education practices in British Columbia

Tuinstra

2019

International Journal of Music Education

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“…The colonization of Zimbabwe led to the dispossession of indigenous Africans, particularly of their land, and the construction of racial inequality through force. 46 In addition to being the spiritual grounding for the identity of Africans, land was the core of economic well-being in what is an agriculture-based society. 47 Inequality was institutionalized through limited access to education, healthcare and other social services for Africans.…”

Section: The Zimbabwe Paradox: Political Popularity and State Failurementioning

confidence: 99%

Sitting on Powder Kegs: Socioeconomic Rights in Transitional Societies

Muvingi

2009

International Journal of Transitional Justice

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Considerable progress has been made in the field of transitional justice in recent years, signified by such landmarks as a permanent international criminal court. Unaddressed aspects of transition remain, however, which need serious attention if peace is to be sustainable in the long term. Oppressive political arrangements favor particular segments of society while simultaneously disenfranchising and economically and socially excluding the less powerful. To date, transitional justice initiatives have focused on the cessation of violence, establishing order and correcting civil and political injustices. Social and economic factors have taken second or no place at all. Yet, social and economic grievances can be 'powder kegs' that, if left unaddressed, threaten to blow up peace initiatives. Zimbabwe provides empirical evidence of the dangers of marginalizing economic and social imperatives in the transition from repression.

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Colonies, Colonialism, and Cultural Entanglement: The Archaeology of Postcolumbian Intercultural Relations

Jordan

2009

International Handbook of Historical Archaeology

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Colonization and Colonialism, History of

Cited by 5 publications

References 1 publication

Embracing identity: An examination of non-Western music education practices in British Columbia

Embracing identity: An examination of non-Western music education practices in British Columbia

Sitting on Powder Kegs: Socioeconomic Rights in Transitional Societies

Colonies, Colonialism, and Cultural Entanglement: The Archaeology of Postcolumbian Intercultural Relations

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