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The paper presents a case study of a settler instructor’s decolonization process in a popular music analysis course and details methods for transforming course design and classroom activities. It also reflects on how to adapt these methods across courses, programs, and local contexts, evaluating impacts on student learning and on decolonization efficacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/strategies-for-settler-decolonization-decolonial-pedagogies-in-a-popular-music-analysis-course/596801/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/strategies-for-settler-decolonization-decolonial-pedagogies-in-a-popular-music-analysis-course/596801.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do Canadian higher educators increasingly focus on decolonization after 2015?","Question",{"text":112,"@type":113},"The Truth and Reconciliation Commission of Canada released its final report and Calls to Action in 2015, prompting new institutional and individual interest in decolonization and Indigenization.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What risks does the paper warn against when responding to the Calls to Action?",{"text":117,"@type":113},"It cautions against treating the Calls as a tokenistic checklist and against shifting the burden onto Indigenous Peoples. It also highlights dangers of appropriating Indigenous knowledge in ways that can recolonize rather than decolonize.",{"name":119,"@type":110,"acceptedAnswer":120},"What approach does the paper use to show how settler instructors can act?",{"text":121,"@type":113},"It offers a case study of a settler instructor decolonizing a popular music analysis course and outlines possible steps, emphasizing ethical self-reflection rather than presenting a single checklist or best-practice pathway.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596801,1792083755,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","CSSHE SCÉES  \nCanadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 49, No. 1, 2019, pages 125-139  \nStrategies for Settler Decolonization: Decolonial Pedagogies in a Popular Music Analysis Course  \nRobin Attas  \nQueen’s University  \nAbstract  \nCanadian 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 and specific strategies for meaningful change in the classroom. To that end, this paper offers a case study of a settler instructor’s process of decolonization in a popular music analysis course and describes a variety of methods for decolonizing course design and classroom activities. A discussion of how to apply and adapt the author’s methods for different courses, programs, and local contexts leads to critical reflection on the impact of these changes on student learning and their efficacy in terms of decolonization itself.  \nRésumé  \nLes établissements universitaires canadiens continuent de faire face à ladécolonisation. Il est particulièrement difficile à transformer lathéorie (tel que celles de la décolonisation et de la colonialisme de peuplement) et les appels à l’action de la Commission devérité et réconciliation du Canada, en résultats concrets, pratiques et significatifs pour l’instruction académique. Pour aider, l’article présent donne une étude de cas au niveau universitaire: un processus de la décolonisation d’un cours d’analyse de la musique populaire par une instructrice non autochtone. L’article décrit de stratégies pour décoloniserdans la conception et la mise en œuvre des cours. Une discussion sur la façon d’appliquer et d’adapter les méthodes présentées pour autres cours, programmes, et contextes locaux mène à une réflexion critique sur l’impact de ces changements sur l’apprentissage des étudiantes et de l’efficacité de ces changements du point de vue de la décolonisation.  \nCJHE / RCES Volume 49, No. 1, 2019  \nStrategies for Settler Decolonization / R. Attas 126  \nIntroduction  \nMany Canadian higher educators had never considered decolonization until 2015, when the Truth and Reconciliation Commission of Canada (TRC) released its final report and its 94 Calls to Action (Truth and Reconciliation Commission of Canada, 2015) . The TRC report was not the first time that large-scale calls for decolonization and justice for Indigenous1 Peoples in the context of education had been made (Royal Commission on Aboriginal Peoples, 1996; United Nations, 2007), but the TRC’s recommendations for higher education sparked new widespread institutional and individual interest in decolonization and Indigenization. Canadian institutions of higher education have responded to the Calls for Action in ways both broad (Universities Canada, 2015) and specific, including writing and speaking land acknowledgments, hiring more Indigenous faculty and staff, establishing or expanding Indigenous student support centres, developing partnerships with local Indigenous communities, hiring or expanding the role of resident Eldersand knowledge keepers, establishing or expanding an Indigenous Studies department, and requiring courses on Indigenous knowledge as part of specific degree programs.2  \nYet there is the danger of treating these Calls to Action as a tokenistic checklist rather than an opportunity for meaningful institutional change. There are also the dangers of placing the burden for decolonizing and Indigenizing higher education onto Indigenous Peoples by asking them to lead the change, and of knowingly or unknowingly appropriating Indigenous knowledge and pedagogies for use in colonial institutions in a way that is recolonizing rather than decolonizing (Hill, 2012; Kuokkanen, 2010; Mihesuah & Wilson, 2004) . The TRC report is clear that decolonization is the responsibility of all educators, not just Indigenous ones, and that toke","cbCaimUyWGfN4Qkt","https://ap.wps.com/l/cbCaimUyWGfN4Qkt","pdf",998574,15,"English","# Introduction\n## What Is Decolonization?","[{\"question\":\"Why do Canadian higher educators increasingly focus on decolonization after 2015?\",\"answer\":\"The Truth and Reconciliation Commission of Canada released its final report and Calls to Action in 2015, prompting new institutional and individual interest in decolonization and Indigenization.\"},{\"question\":\"What risks does the paper warn against when responding to the Calls to Action?\",\"answer\":\"It cautions against treating the Calls as a tokenistic checklist and against shifting the burden onto Indigenous Peoples. It also highlights dangers of appropriating Indigenous knowledge in ways that can recolonize rather than decolonize.\"},{\"question\":\"What approach does the paper use to show how settler instructors can act?\",\"answer\":\"It offers a case study of a settler instructor decolonizing a popular music analysis course and outlines possible steps, emphasizing ethical self-reflection rather than presenting a single checklist or best-practice pathway.\"}]","Strategies for Settler Decolonization - Decolonial Pedagogies in a Popular Music Analysis Course | PDF",38]