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Whilst increasing attention is paid to decolonizing music education practice in the classroom, the research processes by which scholars identify, understand, and evaluate anti-colonial or decolonizing work are often entrenched in colonial logics themselves. The politics of knowledge and knowledge production between indigenous epistemes and the Academy thus raise questions as to the methodological responsibility of music education research in indigenous settings, particularly when conducted by non-indigenous researchers. Drawing upon a recent music education study conducted together with indigenous Sámi peoples in Finland, this article argues that despite the good intentions of music education scholars methodological responsibility may well be an unachievable goal. However, if we understand research ethics as more than the procedural accountability to institutional review boards or funding committees, methodological responsibility may better be understood as a condition of possibility found in relation with others. Thus, in order to decolonize music education practice, researchers are challenged to step outside of their epistemic and methodological comfort zones, and to consider how we may also decolonize music education research.

Decolonizing music education research and the (im)possibility of methodological responsibility