Bibliographic Details
| Title: |
Conversations: Defining Dominance and Privilege in a Globalized World from an Indigenous Perspective. |
| Alternate Title: |
Discussions : définir la domination et le privilège en contexte de mondialisation selon une perspective autochtone. |
| Authors: |
Young, J. Alex.1,2,3 |
| Source: |
Canadian Music Educator / Musicien Educateur au Canada. 2024, Vol. 65 Issue 3, p42-46. 5p. |
| Subject Terms: |
*Music classrooms, Native Americans, White privilege, Cultural assimilation, Social dominance, Dominant culture |
| Geographic Terms: |
North America |
| Abstract (English): |
In conversation, cultural dominance is often equated with White privilege. This is due to a misunderstanding of these two concepts. Although dominance and White privilege are related, they are separate in the way they are rationalized, and therefore, the way they are characterized should be examined. By defining what cultural dominance is, one can see that White privileges are merely a by-product of Euro-Western dominance in education, media, politics, religion, arts, and music. This oversaturation of the dominant culture is noticeably present in the music classroom and has contributed to profoundly negative effects, creating a destabilized sense of self, culture, and spirituality in the Indigenous people of North America. Through these definitions, White privileges become luxuries where there is no need to search endlessly for cultural representation, only to face the choice to either assimilate or starve. [ABSTRACT FROM AUTHOR] |
| Abstract (French): |
Dans les discussions, la domination culturelle est souvent assimilée au privilège des Blancs, ce qui témoigne d’une mauvaise compréhension de ces deux concepts. Bien qu’étant liés, ceux-ci n’ont pas les mêmes fondements, c’est pourquoi il est important de bien les définir. En précisant ce qu’est la domination culturelle, on constate que les privilèges des Blancs ne sont en fait que le résultat de la domination euro-occidentale dans les domaines de l’éducation, des médias, de la politique, de la religion, des arts et de la musique. Cette sursaturation de la culture dominante est nettement présente dans les cours de musique et a des conséquences extrêmement négatives, notamment la l’altération de l’image de soi, de la culture et de la spiritualité des Autochtones d’Amérique du Nord. Les définitions montrent que les privilèges des Blancs offrent le luxe de ne plus devoir chercher sans cesse des représentations culturelles, mais imposent de devoir choisir entre s’assimiler ou vivre avec un sentiment de manque. [ABSTRACT FROM AUTHOR] |
|
Copyright of Canadian Music Educator / Musicien Educateur au Canada is the property of Canadian Music Educators' Association / L'association canadienne des musiciens educateurs and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
