Collaboration and Community-Engaged Practice in Indigenous Tertiary Music Education : A Case Study and Model from South Australia

This article provides a case study from the Centre for Aboriginal Studies in Music (CASM), a specialist education provider and unique Australian Indigenous cultural institution for applied research, working in support of Aboriginal and Torres Strait Islander musicians and music at the University of Adelaide. The case study describes the founding philosophy, theoretical underpinning, policy framework, guiding principles and practical methodology of the work of CASM, with insights into inherent challenges in maintaining an Indigenous “cultural space” within a mainstream institutional setting, and the central importance, in such a setting, of collaborative and community-engaged policies and practices in working effectively for and with Indigenous musicians and stakeholder communities