Decolonizing Assessment in Dance Education: Ubuntu as an Evaluative Framework in Indigenous African Dance Education Practices

References

• Amegago, Modesto Mawulolo Kwaku. 2011. An African Music and Dance Curriculum Model: Performing Arts in Education. Durham, NC: Carolina Academic Press.
   Google Scholar
• Avoseh, Mejai B. M. 2013. “Proverbs as Theoretical Frameworks for Lifelong Learning in Indigenous African Education.” Adult Education Quarterly 63 (3): 236–50. doi:10.1177/0741713612462601.
   Web of Science ®Google Scholar
• Bangura, Adbul Karim. 2005. “Ubuntugogy: An African Educational Paradigm that Transcends Pedagogy, Andragogy, Ergonagy and Heutagogy.” Journal of Third World Studies 22 (2): 13–53.
   Google Scholar
• Banks-Wallace, JoAnne. 2002. “Talk that Talk: Storytelling and Analysis Rooted in African American Oral Tradition.” Qualitative Health Research 12 (3): 410–26. doi:10.1177/104973202129119892.
   PubMed Web of Science ®Google Scholar
• Butler, Deborah L., and Philip H. Winne. 1995. “Feedback and Self-regulated Learning: A Theoretical Synthesis.” Review of Educational Research 65 (3): 245–81. doi:10.3102/00346543065003245.
   Web of Science ®Google Scholar
• Chilisa, Bagele. 2012. “Postcolonial Indigenous Research Paradigms.” In Indigenous Research Methodologies, edited by Bagele Chilisa, 97–128. Thousand Oaks, CA: Sage.
   Google Scholar
• Chilisa, Bagele, Thenjiwe Emily Major, and Kelne Khudu-Petersen. 2017. “Community Engagement with a Postcolonial, African-based Relational Paradigm.” Qualitative Research 17 (3): 326–39. doi:10.1177/1468794117696176.
   Web of Science ®Google Scholar
• Christians, Clifford G. 2004. “Ubuntu and Communitarianism in Media Ethics.” Ecquid Novi: African Journalism Studies 25 (2): 235–56. doi:10.1080/02560054.2004.9653296.
   Google Scholar
• Cilliers, Johan. 2008. “In Search of Meaning between Ubuntu and Into: Perspectives on Preaching in Post-apartheid South Africa.” Paper presented at 8th International Conference of Societas Homiletica, Copenhagen, Denmark, July 19–25.
   Google Scholar
• Connelly, Michael F., and Jean D. Clandinin. 2006. “Narrative Inquiry.” In Handbook of Complementary Methods in Education Research, edited by Judith. L. Green, Greggory Camilli, and Patricia B. Elmore, 477–87. 3rd ed. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Cruz Banks, Ojeya. 2021a. “Stories of West African and House Dance Pedagogies: 4E Cognition Meet Rhythmic Virtuosity.” Journal of Dance Education 21 (3): 176–82. doi:10.1080/15290824.2021.1942477.
   Google Scholar
• Cruz Banks, Ojeya. 2021b. “The Role of the Djembefola in Indigenous Dance Education: Decolonial Revelations in Guinea, West Africa.” Journal of Dance Education. Advance online publication. doi:10.1080/15290824.2021.1949015.
   Google Scholar
• Datta, Ranjan. 2018. “Traditional Storytelling: An Effective Indigenous Research Methodology and Its Implications for Environmental Research.” AlterNative: An International Journal of Indigenous Peoples 14 (1): 35–44. doi:10.1177/1177180117741351.
   Google Scholar
• Gade, Christian B. N. 2012. “What Is Ubuntu? Different Interpretations among South Africans of African Descent.” South African Journal of Philosophy 31 (3): 484–503. doi:10.1080/02580136.2012.10751789.
   Web of Science ®Google Scholar
• Gardner, Howard. 1983. Frames of Mind: A Theory of Multiple Intelligence. New York: Basic Books.
   Google Scholar
• Gielen, Sarah, Elien Peeters, Filip Dochy, Patrick Onghena, and Katrien Struyven. 2010. “Improving the Effectiveness of Peer Feedback for Learning.” Learning and Instruction 20 (4): 304–15. doi:10.1016/j.learninstruc.2009.08.007.
   Web of Science ®Google Scholar
• Hammersley, Martyn, and Paul Atkinson. 1995. Ethnography: Principles in Practice. New York: Routledge.
   Google Scholar
• Hart, Michael A. 2010. “Indigenous Worldviews, Knowledge, and Research: The Development of an Indigenous Research Paradigm.” Journal of Indigenous Social Development 1 (1A): 1–16.
   Google Scholar
• Kafle, Narayan Prasad. 2011. “Hermeneutic Phenomenological Research Method Simplified.” Bodhi: An Interdisciplinary Journal 5 (1): 181–200. doi:10.3126/bodhi.v5i1.8053.
   Google Scholar
• Khoza, Reuel. J. 2005. Let Africa Lead: African Transformational Leadership for 21st Century Business. Sunninghill, South Africa: Vezubuntu.
   Google Scholar
• Kibirige, Ronald. 2020. “Dancing Reconciliation and Re/integration: Lamokowang and Dance-musicking in the Oguda-Alel Post-War Communities of Northern Uganda.” Ph.D. diss., Norwegian University of Science and Technology.
   Google Scholar
• Laryea, Samuel. 2013. “Feedback Provision and Use in Teaching and Learning: A Case Study.” Education + Training 55 (7): 665–80. doi:10.1108/ET-06-2012-0071.
   Google Scholar
• Lave, Jeanne, and Etienne Wenger. 1991. Situated Learning. Cambridge: Cambridge University Press.
   Google Scholar
• Le Roux, Johann. 2000. “The Concept of “Ubuntu”: Africa’s Most Important Contribution to Multicultural Education?” MCT 18 (2): 43–46.
   Google Scholar
• Livo, Norma J., and A. Sandra Rietz. 1986. Storytelling: Process and Practice. Littleton, CO: Libraries Unlimited.
   Google Scholar
• Louw, Dirk. J. 2002. Ubuntu and the Challenge of Multiculturalism in Post-apartheid South Africa. Utrecht, Netherlands: Zuidam and Uithof.
   Google Scholar
• Lubogo, Isaac Christopher. 2020. Obuntu-bulamu and the Law: An Extra Textual Aid Statutory Interpretation Tool. Kisubi, Uganda: Marianum Press.
   Google Scholar
• Mabingo, Alfdaniels. 2014. “Teaching East African Dances in Higher Education in the US: Reconciling Content and Pedagogy.” Journal of Emerging Dance Scholarship 2:1–37. Retrieved 23 June 2021, from https://www.jedsonline.net/wp-content/uploads/2014/06/Mabingo.pdf
   Google Scholar
• Mabingo, Alfdaniels. 2019a. “Music as a Pedagogic Tool and Co-teacher in African Dances: Dissecting the Reflections and Practices of Teachers of Cultural Heritage Dances in Uganda.” Research Studies in Music Education 42 (2): 231–47. doi:10.1177/1321103X19843202.
   Web of Science ®Google Scholar
• Mabingo, Alfdaniels. 2019b. “‘African Dances are Valid Knowledge’: Dance Teachers’ De/construction of Meanings from Cultural Heritage Dances in Uganda.” Research in Dance Education 20 (3): 311–30. doi:10.1080/14647893.2019.1631271.
   Web of Science ®Google Scholar
• Mabingo, Alfdaniels. 2020. Ubuntu as Dance Pedagogy in Uganda: Individuality, Community, and Inclusion in Teaching and Learning of Indigenous Dances. New York: Palgrave MacMillan.
   Google Scholar
• McGann, Mary E. 2002. “Timely Wisdom, Prophetic Challenge: Rediscovering Clarence RJ Rivers’ Vision of Effective Worship.” Worship 76 (1): 2–24.
   Google Scholar
• Mkabela, Queeneth. 2005. “Using the Afrocentric Method in Researching the Indigenous African Culture.” The Qualitative Report 10: 178–89.
   Google Scholar
• Murithi, Timothy. 2006. “Practical Peacemaking Wisdom from Africa: Reflections on Ubuntu.” The Journal of Pan African Studies 1 (4): 25–34.
   Google Scholar
• Nannyonga-Tamusuza, Sylvia. 2015. “Music as Dance and Dance as Music: Interdependence and Dialogue in Baganda Baakisimba Performance.” Yearbook for Traditional Music 47: 83–96.
   Web of Science ®Google Scholar
• Nyasini, M. Joseph. 2016. “The Ontological Significance of ‘I and ‘We’ in African Philosophy.” Retrieved 22 January 2021, from. http://www.galerie-inter.de/kimmerle/frameText8.htm
   Google Scholar
• Nzewi, Meki, and Omolo-Ongati Rose. 2014. “Injecting the African Spirit of Humanity into Teaching, Learning and Assessment of Musical Arts in the Modern Classroom.” Journal of the Musical Arts in Africa 11 (1): 55–72. doi:10.2989/18121004.2014.998403.
   Web of Science ®Google Scholar
• Ocitti, Jakayo Peter. 1973. African Indigenous Education: As Practiced by the Acholi of Uganda. Nairobi: East African Literature Bureau.
   Google Scholar
• Omolewa, Michael. 2007. “Traditional African Modes of Education: Their Relevance in the Modern World.” International Review of Education 53 (5): 593–612. doi:10.1007/s11159-007-9060-1.
   Google Scholar
• Owusu-Ansah, Frances E., and Gubela Mji. 2013. “African Indigenous Knowledge and Research.” African Journal of Disability 2 (1): 1–5. doi:10.4102/ajod.v2i1.30.
   Google Scholar
• Praeg, Leonhard. 2008. “‘An Answer to the Question: What Is [Ubuntu]?’” South African Journal of Philosophy 27 (4): 367–85. doi:10.4314/sajpem.v27i4.31525.
   Web of Science ®Google Scholar
• Salomon, Gavriel, and David N. Perkins. 1998. “Individual and Social Aspects of Learning.” Review of Research in Education 23 (1): 1–24. doi:10.3102/0091732X023001001.
   Web of Science ®Google Scholar
• Semali, Ladislaus. 1999. “Community as Classroom: Dilemmas of Valuing African Indigenous Literacy in Education.” International Review of Education 45 (3): 305–19. doi:10.1023/A:1003859023590.
   Google Scholar
• Slavin, Robert E. 1994. Cooperative Learning: Theory, Research, and Practice. 2nd ed. Boston: Allyn & Bacon.
   Google Scholar
• Smith, Linda Tuhuwai. 1999. Decolonizing Methodologies: Research and Indigenous Peoples. London: Zed.
   Google Scholar
• Sogolo, Godwin. 1993. Foundations of African Philosophy: A Definitive Analysis of Conceptual Issues in African Thought. Ibadan, Nigeria: Ibadan University Press.
   Google Scholar
• Suddick, Kitty Maria, Vinette Cross, Kathleen T. Galvin Pirjo Vuoskoski, and Graham Stew. 2020. “The Work of Hermeneutic Phenomenology.” International Journal of Qualitative Methods 19: 1–14. doi:10.1177/1609406920947600.
   Web of Science ®Google Scholar
• Swanson, Dalene M. 2007. “Ubuntu: An African Contribution to (Re) Search For/with a ‘Humble Togetherness.’” Journal of Contemporary Issues in Education 2(2): 53–67. Retrieved 02 September 2021, from https://dspace.stir.ac.uk/bitstream/1893/18535/1/Swanson3.pdf
   Google Scholar
• Swanson, Dalene M. 2009. “Where Have All the Fishes Gone?: Living Ubuntu as an Ethics of Research and Pedagogical Engagement.” In In the Spirit of Ubuntu, edited by Diane M. Caracciolo, and Anne M. Mungai, 1–21. Rotterdam, Netherlands: Sense Publisher.
   Google Scholar
• Swanson, Dalene M. 2010. “Values in Shadows: A Critical Contribution to Values Education in Our Times.” In International Research Handbook on Values, Education and Student Wellbeing, edited by Terence Lovat, Ron Toomey, and Neville Clement, 137–52. Dordrecht, Netherlands: Springer.
   Google Scholar
• van Niekerk, Jason. 2007. “In Defence of an Autocentric Account of Ubuntu.” South African Journal of Philosophy 26 (4): 364–68. doi:10.4314/sajpem.v26i4.31494.
   Web of Science ®Google Scholar
• Venter, Elza. 2004. “The Notion of Ubuntu and Communalism in African Educational Discourse.” Studies in Philosophy and Education 23 (2): 149–60. doi:10.1023/B:SPED.0000024428.29295.03.
   Google Scholar
• Vygotsky, Lev S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.
   Google Scholar
• Welsh-Asante, Kariamu. 1990. “Philosophy and Dance in Africa: The Views of Cabral and Fanon.” Journal of Black Studies 21 (2): 224–32. doi:10.1177/002193479002100207.
   Web of Science ®Google Scholar