51吃瓜

Dr. Hector Vazquez-Cordoba is originally from Naolinco, Mexico. Hector is an Assistant Teaching Professor at the Department of Curriculum & Instruction and the Department of Indigenous Education at the 51吃瓜. He completed his PhD in Educational Studies at the 51吃瓜. His research was supported by a Social Sciences and Humanities Research Council of Canada (SSHRC) Doctoral Fellowship, and it focused on the embedding of music with Indigenous roots into Mexico’s national elementary curriculum.

Hector’s postdoctoral research project addressed collaborations between teacher candidates and Indigenous culture bearers in the Coast Salish Territory (Canada) and the Huasteca region (Mexico). His postdoctoral research was supported by a SSHRC Postdoctoral Fellowship, an ISME-SEMPRE Music Education Research Grant and Agrigento: Music for Social Change.

• Indigenous ways of knowing and being
• Music education
• Decolonizing and Indigenizing music education
• Indigenous methodologies and methods
• Educational policy
• Epistemologies of the South

     Prest, A., Goble, J. S., & Vazquez-Cordoba, H. M. (2024). Conference is ceremony: The centrality of process in community-based participatory research in music education with Indigenous partners. International Journal of Qualitative Methods 23, 1-11. 

     Vazquez-Cordoba, H. M. (2024). Deconstructing music education: addressing the local realities and challenges in educational praxis. C. Christophersen, J. Nichols, J.L. Aróstegui, & K. Matsunobu (Eds.). SAGE Handbook of School Music Education (pp. 243-252). SAGE. ISBN 978-1-5297-9047-4

     Vazquez-Cordoba, H. M. (2024). Indigenous Epistemic Resilience in Music Education: Envisioning Indigenous Perspectives in the Mexican Classroom. T. O. Rakena, A. Prest, C. Hall, & D. Johnson (Eds.). Decolonising and Indigenising Music Education: Global Perspectives (pp. 25-38). Routledge. 

     Prest, A., & Vazquez-Cordoba, H. M. (2024). Decolonizing and Indigenizing post-secondary music teacher education through teachings of the grandmother drum: Investigating in-service music educators’ application of Indigenous knowledge. The Canadian Music Educator, 65(3), 24-36.

     Vazquez-Cordoba, H. M. (2023).¨Do not dig further back¨: The 500-year assimilation project in Mexico. Action, Criticism, and Theory for Music, 22(3), 179-197. 

     Vazquez-Cordoba, H. M., & Flores-Martínez, J. A. (2023). Chikomexochitl: an Indigenous Research Methodology Rooted in the Masewal People’s Worldview. AlterNative: An International Journal of Indigenous Peoples, 19(2), 324–333. 

     Vazquez-Cordoba, H. M. (2023). “There is no global justice without global cognitive justice”: Envisioning music making through the ecologies of knowledges in the context of Mexico. In O. Odena (Ed.) Music and Social Inclusion: International Research and Practice in Complex Settings (pp. 145-158). Taylor & Francis Group. 

     Prest, A., Goble, J. S., Vazquez-Cordoba, H. M., & Jung, H. J. (2021). On sharing circles and educational policies: Learning to enact Indigenous worldviews in British Columbia music classes. Finnish Journal of Music Education,24(2), 54-69.

     Prest, A., Goble, J. S., Vazquez-Cordoba, H. M., & Tuinstra, B. (2021). Enacting curriculum “in a good way:" Indigenous knowledge, pedagogy, and worldviews in British Columbia music education classes. Journal of Curriculum Studies,53(5), 711–728. 

     Vazquez-Cordoba, H. M. (2019). (Re)centering Indigenous perspectives in music education in Latin America [Translation from previous article]. Action, Criticism, and Theory for Music, 18(3), 200-225.