Robin Attas
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View article: Disrupting (as) Educational Development
Disrupting (as) Educational Development Open
Framed as a conversation among four authors who have all worked as educational developers, this chapter explores how educational development as a profession is itself colonial and how these colonial aspects can present barriers to educatio…
View article: Barriers to Decolonization in Post‐Secondary Education: Reflections From Non‐Indigenous Faculty Across the Disciplines
Barriers to Decolonization in Post‐Secondary Education: Reflections From Non‐Indigenous Faculty Across the Disciplines Open
In the territory currently known as Canada, the work of decolonization, Indigenization, and reconciliation within postsecondary institutions is understood as the work of all educators, both Indigenous and non‐Indigenous. Yet non‐Indigenous…
View article: Disrupting With the Land: Integrating Land‐Based Experiences in the Disrupting Interview
Disrupting With the Land: Integrating Land‐Based Experiences in the Disrupting Interview Open
In this chapter, the author describes the design and implementation of a Disrupting interview process that emphasized land‐based practices as a means to disrupt both participants and the Disrupting framework itself. The chapter argues that…
View article: Postscript: What Have We Learned? Where Are We Going?
Postscript: What Have We Learned? Where Are We Going? Open
View article: An Introduction to Disrupting the Disciplines
An Introduction to Disrupting the Disciplines Open
View article: On Music Theory, and Making Music More Welcoming For Everyone by Philip Ewell (Book)
On Music Theory, and Making Music More Welcoming For Everyone by Philip Ewell (Book) Open
CAML Review is published three times per year. It is concerned with music and music materials and strives to promote a better understanding of the cultural importance of music libraries, archives and documentation centres locally, regional…
View article: Infusion rather than isolation: Integrating principles of equity, diversity, inclusion, decolonization, and Indigenization in toolkits for remote instruction during the COVID-19 pandemic
Infusion rather than isolation: Integrating principles of equity, diversity, inclusion, decolonization, and Indigenization in toolkits for remote instruction during the COVID-19 pandemic Open
In the spring of 2020, our Centre for Teaching and Learning (CTL) developed the Transforming Teaching and Teaching Assistant Toolkits, consisting of in-house and curated open-access resources on various aspects of remote teaching, along wi…
View article: The Many Paths of Decolonization
The Many Paths of Decolonization Open
This essay uses analytical sketches of Indigenous DJ collective A Tribe Called Red’s “How I Feel” as a starting point for critiquing the white colonial Eurocentric norms of music analysis as currently practiced in the discipline of music t…
View article: Institutional structures and individual stories: experiences from the front lines of Indigenous educational development in higher education
Institutional structures and individual stories: experiences from the front lines of Indigenous educational development in higher education Open
Since the release of the Truth and Reconciliation Commission (TRC) of Canada’s Calls to Action in 2015, many post-secondary institutions have hired educational developers (EDs) to support instructors in the Indigenization of curricula and …
View article: Nitawahsin Nanni and Disrupting Journeys
Nitawahsin Nanni and Disrupting Journeys Open
Nitawahsin Nanni written by Michelle Yeo, as explained by Gabrielle Lindstrom: Nitawashin Nanni means the land but also how you are participating in the land and with the land-- how you are a part of it. It is your relationship to the land…
View article: Review of Dylan Robinson, <i>Hungry Listening: Resonant Theory for Indigenous Sound Studies</i> (University of Minnesota Press, 2020)
Review of Dylan Robinson, <i>Hungry Listening: Resonant Theory for Indigenous Sound Studies</i> (University of Minnesota Press, 2020) Open
View article: Strategies for Settler Decolonization: Decolonial Pedagogies in a Popular Music Analysis Course
Strategies for Settler Decolonization: Decolonial Pedagogies in a Popular Music Analysis Course Open
Canadian institutions of higher education are grappling with decolonization, particularly with how to move beyond decolonial and settler colonial theory and the Truth and Reconciliation Commission of Canada’s Calls to Action to practical a…
View article: Music Theory as Social Justice: Pedagogical Applications of Kendrick Lamar’s<i>To Pimp A Butterfly</i>
Music Theory as Social Justice: Pedagogical Applications of Kendrick Lamar’s<i>To Pimp A Butterfly</i> Open
Kendrick Lamar’s To Pimp A Butterfly offers core music theory instructors many opportunities: to engage with popular music in a curriculum traditionally focused on art music, to discuss theoretical topics not usually considered in the musi…
View article: Strategies for Settler Decolonization: Decolonial Pedagogies in a Popular Music Analysis Course
Strategies for Settler Decolonization: Decolonial Pedagogies in a Popular Music Analysis Course Open
Canadian institutions of higher education are grappling with decolonization, particularly with how to move beyond decolonial and settler colonial theory and the Truth and Reconciliation Commission of Canada’s Calls to Action to practical a…
View article: Exploring Decolonization, Music, and Pedagogy
Exploring Decolonization, Music, and Pedagogy Open
View article: Review of Ron Moy, <i>Authorship Roles in Popular Music: Issues and Debates</i> (Routledge, 2015)
Review of Ron Moy, <i>Authorship Roles in Popular Music: Issues and Debates</i> (Routledge, 2015) Open