Nicholas Busch

Dr. K. Veblen
Music 1800
12/11/2015
Dolloff, L. (2015). A Quallunaaq on Baffin Island: A Canadian experience of
decolonizing the teacher. Forthcoming In Bartleet, B.L., Bennet, D., Power, A.
& Sunderland, N. (Eds.). Arts-based service learning with First Peoples
Towards respectful and mutually beneficial educational practices. NY:
Springer Publishing.

I strongly agree with the first two sentences in this article, and it is
very unfortunate that more people do not understand it. There are many
different First Nations cultures in Canada, each with their own distinct
characteristics, and confusing them shows a great deal of ignorance. I also
found it very frustrating that although the government claims to be doing
better with First Nations relations, there is little progress and governmental
oppression is still an issue today. I am glad that the Inuit culture now has a
self-governed province, and that they can now fully embrace their heritage
without the Canadian government oppressing them.
I found it very interesting how Dolloff claims her teaching identity
changed from learning about the vast culture of the Inuit people. Just from
visiting Nunavut and being exposed to the culture, her identity changed
drastically. I really enjoyed her comment "I studied the legends and myths,

seeking to bring them into the classroom to show that I valued them as part
of a musical repertoire. This quote tells a lot about Dolloff, and what an
upstanding example of a good teacher she is. I believe that more teachers
need to include First Nations repertoire in their classrooms, since it is a part
of us as Canadians, as well as it is respectful to teach students of long lasting
cultures around our culture. Not to mention, it may spark an interest in some
students, and if it is left out of the classroom then that spark may never light.
I really enjoyed reading Dolloffs article, but I am finding only a few
connections between the article as a whole and the pedagogical philosophy.
Dolloff mostly talks of her experiences in Nunavut which are interesting and
enlightening, but only ties it back to musical pedagogy in a few sections. If I
could talk to Dolloff more thoroughly I would ask her how her experiences in
Nunavut influenced her teaching style in a more specific manner, such as if
the experience of teaching a group of Inuit children would apply to her
teaching a group of white southern-American children. Aside from that, I
completely agree with her that more First Nations music needs to be
introduced in music programs.