Towards Vocational Training of the South African Dancer: Anxiety or Agency?

Autor/inn/en	Lewis, Janine; Ziady, Jeannette
Titel	Towards Vocational Training of the South African Dancer: Anxiety or Agency?
Quelle	In: Africa Education Review, 18 (2021) 1-2, S.69-86 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lewis, Janine) ORCID (Ziady, Jeannette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2022.2111996
Schlagwörter	Foreign Countries; Dance Education; Vocational Education; Power Structure; Inclusion; Cultural Influences; Communities of Practice; Diversity; Higher Education; College Students; Theater Arts; Human Body; Metacognition; Self Actualization; Colonialism; College Faculty; Indigenous Knowledge; South Africa + Suchen Sie Ihr Suchwort? Ausland; Dance; Education; Tanzerziehung; Ausbildung; Berufsbildung; Inklusion; Cultural influence; Kultureinfluss; Community; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Theaterwissenschaft; Menschlicher Körper; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Self actualisation; Selbstverwirklichung; Kolonialismus; Fakultät; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The dance world is dominated by instilling technique and discipline in the dance training. Technique and discipline have been inculcated through training regimes that are dogmatically transferred through the generations -- from teacher to dancer --and who in turn perpetuate technique and discipline in their teaching. Within a multicultural setting, dancers are required to start afresh and to subscribe to a standardisation that is often unattainable due to gender, physique, and bias. The standardisation reinforces a coloniality of power. This article examines this phenomenon and serves to promote inclusive strategies towards training vocational dance. Theories of learning are explored that advocate towards a long-term transformation strategy that takes the notions of deficit dancers and the coloniality of power within the dance education system into account. Consideration is also afforded to Nakata's (1998) cultural interface theories, which incorporate these aspects with a strategy on dance vocational training --the constructs of a professional learning community (PLC) that may not be seamless in implementation. Through reflective and reflexive inquiry, Tshwane University of Technology (TUT) somatic training modules are case studies for a gap analysis framing of such a strategy. By actively participating in co-creating new knowledge and futures, a sense of agency is afforded the individual student. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01