Beyond the Role of Drum and Song in Schools: A Storied Approach

• Author / Creator

  King, Anna Leah

• My research reflects on the use of drum and song in schools and reveals its significance from an Anishnaabe kwe perspective. A storied approach is used relative to Anishnaabe ways of being and knowing as ‘teachers’ in two forms: debaajimowin (narratives) and antasokannan (tradition or sacred). Stories are a functioning part of both the framework and methodology to present a new and evolving story that is relevant to formal schooling. In addition to inquiring into Anishnaabe stories, Elders teachings, and archival records, autobiographical experiences shaped this inquiry. The analysis was guided by Anishnaabe perspectives, as well as several key questions asked by Justice Sinclair (2014), questions that link identity and culture. Key recommendations in relation to integrating song and drum in relation to formal schooling point to the necessity to be grounded in community and cultural ways of being and knowing.

• Subjects / Keywords

  • Drum
  • Education
  • Indigenous

• Graduation date

  Spring 2016

• Type of Item

  Thesis

• Degree

  Doctor of Philosophy

• DOI

  https://doi.org/10.7939/R31N7XV8M

• License

  This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.