'African Dances Are Valid Knowledge': Dance Teachers' De/construction of Meanings from Cultural Heritage Dances in Uganda

Autor/in	Mabingo, Alfdaniels
Titel	'African Dances Are Valid Knowledge': Dance Teachers' De/construction of Meanings from Cultural Heritage Dances in Uganda
Quelle	In: Research in Dance Education, 20 (2019) 3, S.311-330 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mabingo, Alfdaniels)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-7893
DOI	10.1080/14647893.2019.1631271
Schlagwörter	Foreign Countries; Dance Education; African Culture; Constructivism (Learning); Knowledge Level; Teacher Attitudes; Teaching Methods; Teacher Competencies; Pedagogical Content Knowledge; Afrocentrism; World Views; Cultural Influences; Blacks; Cultural Awareness; Uganda + Suchen Sie Ihr Suchwort? Ausland; Dance; Education; Tanzerziehung; Africa; Culture; Afrika; Kultur; Wissensbasis; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Pädagogische Kompetenz; Afro-centrisme; Afrozentrismus; World view; Weltanschauung; Cultural influence; Kultureinfluss; Black person; Schwarzer; Cultural identity; Kulturelle Identität
Abstract	What constitutes African dances as valid knowledge? Do the learning processes of African dances in local communities entail rational consciousness and epistemological interpretations of the learner? How do the processes of dance practice double as frameworks of construction of meanings? The foregoing questions provided parameters for critical examination of pedagogy of cultural heritage dances as epistemological domains. Drawing on the stories, reflections, and practices of teachers of cultural heritage dances in nonacademic settings in central Uganda, the article reveals the different mechanisms through which these dance teachers acquired competences in content knowledge of the dances. The theory of constructivism is engaged to illuminate the content knowledge of the dances as a constructed reality that is anchored in the Afrocentric worldview. The individual learners claim agency in embodied, reflective, participatory, and communalized learning processes as knowers, thinkers, doers, and collaborators. Immersion into pedagogic processes cultivates interface with dance as an object and subject of knowledge. The article offers insights into the complexities entailed in pedagogic processes of African dances as epistemological and ontological foundation of human life and experience. This analysis critiques reductionist notions that objectify, fetishize and exoticize the learning processes of African dances as just instinctive, innate, and imitative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01