Series contributors: Don Patrick Martin, Faculty Fellow and Shiqing Gong, Student Fellow
Course: Survey of World Indigenous Music (MUHL 301)
Things we learned about sustainability
Don: In the beginning of our course design, I was exposed to the British/Canadian notion of sustainability. After a short time, I found this term to be politically and culturally vague to the point that it clouded my thinking in terms of establishing course objectives, outcomes, and assessments. To overcome this, I simply stopped thinking about this vague term. However, regarding how the three dimensions of sustainability (environment-social-economic) relate to our course, my opinion can be captured in the title of a rock song by Meatloaf, “Two out of three ain’t bad.”
The two positive dimensions are social and economic. Meaning, in our course design, students will be exposed to Iroquoian ways of thinking, being, and organizational standards that should add to students’ social relations, self-esteem, and general knowledge of Iroquoian and other world Indigenous music. Regarding economics, the course may attract more students to the Schulich School of Music, thus bringing in more resources/students from other McGill departments. The negative, unless McGill truly divests from oil and other harmful environmental investments, Two Out of Three sustainability state sacraments Ain’t Bad.
Shiqing: Before I started the program, I was worried about how I could connect my current understanding of sustainability with the design of a course on Indigenous music. However, as the program went on, I realized that the three pillars of sustainability were originally embedded in the Iroquoian history and culture because of its emphasis on environmental intersectionality and the importance of maintaining harmonious relations with the natural world. Therefore, while working on different components of the course outline, we decided to stick to the feminine and philosophical framework that supports its sustainability values of environment, social, and economic objectives. The aim is to foster global intercultural competency and Indigenous awareness through a blend of theoretical analysis, experiential learning, and collaborative group activities.
Interesting things we found in designing a course to incorporate sustainability as its core
Don: Separate from designing a course, which is a straightforward activity, I find the term “sustainability” could be best fleshed out and used in philosophy, political/religious, or in social work courses.
I had an expectation of having creative fun with my assigned partner. This was fulfilled. In terms of anything different, I learned the notion of sustainability has a sacramental/religious tone in the sense that its values (environment, social, economic) are designed to maintain the continuation of state authorities. In this sense, state/university sustainability frameworks are distant from and do not represent Iroquoian peoples.
Shiqing: Working as a student in curriculum design helped me to rethink the courses I took before and incorporate a student-centred perspective into the new design. I found it inspiring that the notion of sustainability should not be confined to any fixed term of definition. On the contrary, it encompasses a broader understanding of culture, heritage, nature, all living beings, and their interconnectedness. This means a student-centred approach to sustainability learning should not focus on knowledge transfer from the lecturer only but should be a mutual learning process where everyone is a learner, bringing in their own cultural values and exchanging different ways of knowing, being, and relating to the world.
What we gained from this co-design experience
Don: In terms of gains, I met and worked with a highly intelligent, creative, and thorough course designer. Through this process, I learned to shift tracts and objectives because of my partner’s insights and cultural experience. We truly took a team/partnership approach.
Shiqing: It has been a great opportunity for me to step out of my comfort zone and challenge myself to absorb new perspectives of teaching and learning. If this opportunity did not exist, I would miss a good chance to work across disciplines with a wonderful professor who has great wisdom and humour.
The benefit of student-faculty Fellowship
Don: Working and communicating with a student partner in course design made my experience a worthwhile endeavor. The effect (final product) was very positive because we incorporated Iroquoian pedagogies and course outcomes/assessments with my panther’s analytical approach to course content and assessments. Also, because my partner is from the Faculty of Education, our final product incorporated both Iroquoian and British/Canadian colonial educational competencies.
Shiqing: I think sustainability should not be a stand-alone subject. The value of having access to more courses with sustainability at its core will help students gain a better understanding of how it is closely related to our lives, and how we could reimage a better future not just as a slogan but as a tangible practice that everyone can contribute to.
Advice for future Faculty and Student Fellows
Don: Working with a student (we are all students) does help to sustain a positive and creative edge in creating or redesigning courses. This means sharing ideas and approaches in real time with other creative thinkers. Further, I would support the idea that ALL McGill professors should experience the professor/student Fellowship program as a form of one’s ongoing professional development.
As for the program, do not worry or just ignore the rhetoric of sustainability based on its British/Canadian state culture. Just focus on having fun and being creative with your partner and try transmitting that experience to your students.
Shiqing: I would tell future Student Fellows to have fun and not be afraid of being challenged. Working with faculty members from different departments can be very rewarding, not only in terms of the program outcome, but also for your own personal and professional growth.
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