Canadian 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.

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Since the release of the Truth and Reconciliation Commission (TRC) of Canada’s Calls to Action in 2015, many post-secondary institutions have hired educational developers (EDs) to support instructors in the Indigenization of curricula and pedagogy. Drawing from a Canada-wide study, and best practices identified in the literature, this article explores the experiences of educational developers EDs in these roles, and proposes strategies for how institutions of higher education can better foster transformative change and practices inclusive of First Peoples in Canada.

Recent animated transformational analyses, while innovative, have yet to consider the underlying conceptualizations demonstrated by the language of transformational theory itself and the implications these conceptualizations hold for animated representations. This article uses schema theory as a starting point to discuss the basic cognitive organization of transformational theory, potential problems that arise in analytical practice, and the advantages and disadvantages of different animated representations of David Lewin’s analysis of Stockhausen’sKlavierstück III.

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