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

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2021-03-04 DOI:10.1080/18146627.2022.2111996
Janine Lewis, Jeannette Ziady
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Abstract

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.
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走向南非舞者的职业培训:焦虑还是代理?
在舞蹈训练中,技术和纪律的灌输是舞蹈世界的主导。技术和纪律是通过训练制度灌输的,这些制度是通过几代人(从老师到舞者)教条地传递的,而这些人又在他们的教学中延续了技术和纪律。在一个多元文化的环境中,舞者需要重新开始,并认同一种标准化,这种标准化往往是由于性别、体格和偏见而无法实现的。这种标准化强化了权力的殖民主义。本文对这一现象进行了研究,旨在促进职业舞蹈培训的包容性策略。我们探索了学习理论,倡导长期转型战略,将舞蹈教育系统中的缺陷舞者和权力殖民主义的概念考虑在内。还考虑到Nakata(1998)的文化界面理论,该理论将这些方面与舞蹈职业培训策略结合起来-专业学习社区(PLC)的构建,在实施中可能不是无缝的。通过反思性和反思性的探究,Tshwane科技大学(TUT)的躯体训练模块是这种策略的差距分析框架的案例研究。通过积极参与共同创造新知识和未来,为每个学生提供了一种代理感。
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来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
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