Introducing Torres Strait Island Dance to the Australian High School Physical Education Curriculum

Autor/in	Williams, John
Titel	Introducing Torres Strait Island Dance to the Australian High School Physical Education Curriculum
Quelle	In: Asia Pacific Journal of Education, 34 (2014) 3, S.305-318 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2013.823380
Schlagwörter	Foreign Countries; Dance; Dance Education; Case Studies; Physical Education; Physical Education Teachers; Educational Practices; Indigenous Populations; Indigenous Knowledge; Political Attitudes; Interdisciplinary Approach; Racial Attitudes; Interviews; Multicultural Education; Cultural Pluralism; Australia + Suchen Sie Ihr Suchwort? Ausland; Tanz; Dance; Education; Tanzerziehung; Case study; Fallstudie; Case Study; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Bildungspraxis; Sinti und Roma; Political attitude; Politische Einstellung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Rassenfrage; Interviewing; Interviewtechnik; Multikulturelle Erziehung; Kulturpluralismus; Australien
Abstract	This study was carried out within the context of a requirement for every Australian Capital Territory Education and Training Directorate (ACT ETD) high school to include Indigenous perspectives across all areas of the curriculum. For the first time ever in the case study school reported in this article, two Torres Strait Island dances were taught to students from Year 7 to Year 9. Traditionally dance within Physical Education (PE) in the Australian Capital Territory (ACT) has been informed by British and American influences. This paper seeks to problematize the inclusion of Indigenous dance into a Westernized PE curriculum and considers the challenges faced by non-Indigenous Health and Physical Education (HPE) teachers in relation to this, as well as what support is available. It is argued from the findings of this study that it is possible for schools to move beyond traditional PE content and include Indigenous perspectives in a non-tokenistic way. However, it is also argued that such an approach requires Indigenous people to have a central role, and for non-Indigenous teachers to challenge taken for granted mainstream Westernized and racialized teaching practices and discourses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10