Community Engagement in Music Therapy: Reflections from the Field
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| Title: | Community Engagement in Music Therapy: Reflections from the Field |
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| Language: | English |
| Authors: | Jess Rushing, Denise M. Cumberland |
| Source: | Journal of Community Engagement and Higher Education. 2024 16(1):5-15. |
| Availability: | Journal of Community Engagement and Higher Education. Tirey Hall Room 132 A, Indiana State University, Terre Haute, IN 47809. Web site: https://discovery.indstate.edu/jcehe/index.php/joce/index |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Program Evaluation, Music Therapy, Neurological Impairments, Musicians, Community Involvement, Adults, Caregivers, Spouses, Universities, School Community Relationship, Service Learning, Community Education, Clinical Experience, Practicums, Practicum Supervision |
| ISSN: | 1934-5283 |
| Abstract: | This reflective essay addresses the nexus of two recent events in the United States: (1) the public scrutiny of the relationship between land grant universities and the expropriation of Indigenous lands and (2) the often uncritical and rapid uptake of settler land acknowledgments at public college and university events. We argue that written land acknowledgment statements need to accompany actions that align with declarations of respect and honor. Specifically, we offer readers three concrete ideas through which institutions may further land acknowledgments: challenging their historical legacies, fostering meaningful partnerships with Native Nations and Indigenous Peoples, and materializing resources for this highly underserved, long-neglected, often ignored community. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1423333 |
| Database: | ERIC |
| Abstract: | This reflective essay addresses the nexus of two recent events in the United States: (1) the public scrutiny of the relationship between land grant universities and the expropriation of Indigenous lands and (2) the often uncritical and rapid uptake of settler land acknowledgments at public college and university events. We argue that written land acknowledgment statements need to accompany actions that align with declarations of respect and honor. Specifically, we offer readers three concrete ideas through which institutions may further land acknowledgments: challenging their historical legacies, fostering meaningful partnerships with Native Nations and Indigenous Peoples, and materializing resources for this highly underserved, long-neglected, often ignored community. |
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| ISSN: | 1934-5283 |
