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Indigenous Education

Dr. Hector Vazquez-Cordoba

A portrait of Hector

Assistant Teaching Professor

Department of Indigenous Education

Contact:
Office: MAC A562
Area(s) of expertise:
Indigenous ways of knowing and being, music education, decolonizing and Indigenizing music education, Indigenous methodologies and methods, educational policy, epistemologies of the South

Biography

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 糖心视频. He completed his PhD in Educational Studies at the 糖心视频. 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.

Publications

Prest, A., Goble, J. S., & Vazquez-Cordoba, H. M. (2024). . International Journal of Qualitative Methods 23, 111.   

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). . 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). . Action, Criticism, and Theory for Music, 22 (3), 179-197.   

Vazquez-Cordoba, H. M., & Flores-Martínez, J. A. (2023). . 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.)  (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). . Journal of Curriculum Studies, 53 (5), 711–728.  

Vazquez-Cordoba, H. M. (2019).  [Translation from previous article]. Action, Criticism, and Theory for Music, 18 (3), 200-225.