Teaching African Dances as Civic Engagement: Pedagogic Perspectives of Teachers of African Dances in North America, Europe, New Zealand, and Asia

Autor/in	Mabingo, Alfdaniels
Titel	Teaching African Dances as Civic Engagement: Pedagogic Perspectives of Teachers of African Dances in North America, Europe, New Zealand, and Asia
Quelle	In: Journal of Dance Education, 18 (2018) 3, S.103-111 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mabingo, Alfdaniels)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-0824
DOI	10.1080/15290824.2018.1482417
Schlagwörter	African Culture; Dance Education; Teaching Methods; Teacher Attitudes; Epistemology; Ethnic Stereotypes; Cultural Awareness; Consciousness Raising; Relevance (Education); Foreign Countries; Transformative Learning; North America; Europe; New Zealand; Asia + Suchen Sie Ihr Suchwort? Africa; Culture; Afrika; Kultur; Dance; Education; Tanzerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Erkenntnistheorie; National stereotype; Nationales Stereotyp; Cultural identity; Kulturelle Identität; Bewusstseinsbildung; Relevance; Relevanz; Ausland; Pädagogische Transformation; Nordamerika; Europa; Neuseeland; Asien
Abstract	Over the years, dances from African cultures have been viewed in the Western world as caricatures of exotic bodies and representations of experiences that are abundant in the natural order of things. Valentino Y. Mudimbe (1988) has defined this otherization and objectification as the invention of Africa. With the continuous mobility of people and constant flow of ideas, teachers of African dances in Europe, North America, Asia, Australia and New Zealand have developed teaching methods that transcend tokenistic exocitization and objectification of these dances. This article examines the reflections of selected teachers on how they utilize particular pedagogical processes when teaching African dances to facilitate civic engagement and understanding. The analysis unveils how the teachers apply pedagogies to allow learners to (a) explore the ontologies and epistemologies of the dances; (b) dissolve stereotypes about the continent of Africa and her people; (c) learn about the African communities and cultures where the dances originate; (d) locate the relevance of the dances to the prevailing global conditions, needs and challenges, and; (e) identify how they can utilize the dance knowledge, experiences, and skills to enhance their individual well-being. The article points the reader to the complex ways through which African dances can be engaged as valid and valuable knowledge to advance responsible global citizenship in this era where intolerance of difference is on the rise. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01