BEGIN:VCALENDAR VERSION:2.0 PRODID:-//132.216.98.100//NONSGML kigkonsult.se iCalcreator 2.20.4// BEGIN:VEVENT UID:20251015T084923EDT-918539ZoUI@132.216.98.100 DTSTAMP:20251015T124923Z DESCRIPTION:The Doctoral Colloquium is open to all.\n\nDoctoral Colloquium: Gabby Smith\, PhD candidate in Music Education\, 9I\n\n\nT itle: Canadian music teacher-educator perspectives: Liberatory praxis in m usic teacher education\n\nBiography: Gabby Smith is a Tio’tia:ke (Montreal ) based musician\, music teacher\, music teacher educator\, PhD candidate\ , course lecturer\, field supervisor and workshop facilitator. Her experie nces teaching pre-school through university\, organizing in community\, as well as supervising student-teaching in the field have motivated her to e ngage with abolitionist education\, queer and disabled pedagogies\, decolo nizing and healing-centered approaches to music (teacher) education. She i s interested in the messy dynamics of intersecting positionalities\; how t hey inform the ways in which educators perceive themselves\, their student s\, build curriculum and community as well as how they approach pedagogy. She is currently carrying out research on the community-building potential s of healing-informed teaching\, common and harmful misunderstandings abou t liberatory work\, and how to begin this work with ourselves as individua ls and educators.\n\nAbstract: In response to global protests against the racist murder of George Floyd at the hands of law enforcement\, many post- secondary music education institutions across Canada have acknowledged the need for a shift towards more equitable\, diverse and inclusive practices . However\, to date\, the change taking place in post-secondary institutio ns is little more than additive or superficial treatments of diversity. Sm all gestures of inclusion\, such as the addition of a Black composer or a woman conductor to otherwise unchanged course content\, pedagogy\, assessm ent\, and structures do not result in consequential change.\n\nMusic educa tors uphold this practice in part due to reluctance\, inability and/or dis comfort in speaking frankly or openly about racism\, homophobia\, ableism\ , sexism\, and other forms of injustice in education. Rethinking and shift ing longstanding systems which have dominated music education for generati ons is necessarily difficult\, complex\, uncomfortable\, and disruptive. B ut\, if we do begin to draw attention to aspects of our classrooms which h ave been neutral\, static\, and limiting due to colonial discourses\, the next generation of music educators can perhaps create the space to collabo rate\, heal and nurture collectively towards a liberatory education.\n\nPo st-secondary music education institutions can work towards this goal by in troducing liberatory praxis (LP) in the music room. LP as a pedagogical fr amework places emphasis on the role that bodies\, intersectional lived exp eriences and emotions play in the learning process and focuses on an affir mative vision of education. A teacher applying LP recognizes the complex p ower relations manifested in the embodied intersectional experiences of ra ce\, gender\, ability\, and class\, and seeks to counter them through the creation of learning communities that centre hope\, love\, and humanity as main pillars of educational change-making. In music education\, LP can in clude but is not limited to: assuming an anti-racist\, decolonizing and li beratory stance in all aspects of teaching and learning\; de-centering Wes tern art music and fostering culturally relevant\, sustaining and affirmin g materials and pedagogies\; applying trauma-informed and healing\, justic e-centered approaches\; creating welcoming spaces for gender and sexuality variant students as well as for students with disabilities\; and lastly\, working more broadly toward an intersectional Femme-pedagogy.\n\nThis res earch explores how Canadian music teacher-educators come to understand\, a pply and model LP in undergraduate music teacher education. The findings o f my multi-case analysis offer insight into how Canadian music teacher-edu cators understand\, model\, and practically engage with LP in their classr ooms. Indeed\, music teacher-educators perceive LP not as an “add-on” to t he work they are doing\, but the lens through which they approach each asp ect of teaching and learning\, including pedagogy\, assessment structures\ , the fostering of classroom communities\, curricular content\, and the wa y they structure the physical learning space.\n DTSTART:20240131T213000Z DTEND:20240131T230000Z LOCATION:A-832\, Elizabeth Wirth Music Building\, CA\, QC\, Montreal\, H3A 1E3\, 527 rue Sherbrooke Ouest SUMMARY:Doctoral Colloquium (Music) | Gabby Smith URL:/music/channels/event/doctoral-colloquium-music-ga bby-smith-354433 END:VEVENT END:VCALENDAR