Fiddling with a Culturally Responsive Curriculum

• Main Author: Gluska, Virginia
• Language: en
• Published: 2011
• Subjects: Aboriginal; Native; Metis; education; culture; belonging; identity; fiddle; music; culturally responsive curriculum; Indigenous
• Online Access: http://hdl.handle.net/10393/19894

The discourse on education for Aboriginal people has long been limited to a curriculum of cultural assimilation often resulting in an erosion of self-esteem and disengagement. Consequently, this research puts forth narratives of how fiddle programs in northern Manitoba work as a culturally responsive curriculum that in turn address such curricular erosions. As a research methodology, Metissage afforded me pedagogical opportunities to weave the various perspectives of community members, parents, instructors, and former students into an intricate story that attempts to represent some of their social, cultural and historical experiences within the north. Braiding stories of the historical and present impacts of fiddle playing reveals the generative possibilities of school fiddle programs in Canadian Indigenous communities. In addition to building intergenerational bridges, the stories put forth in this thesis demonstrate how the fiddle has become a contemporary instrument of social change for many communities across northern Manitoba.