769
Views
4
CrossRef citations to date
0
Altmetric
Feature Articles

Solidarities of the Marginalized as Anti-racist Dance Pedagogy: Reflections on Collaborative Advocacy from Dance Educators with Connective Marginalities

, PhDORCID Icon, , MFA, , PhDORCID Icon & , MA

References

  • Akena, Francis Adyanga. 2012. “Critical Analysis of the Production of Western Knowledge and Its Implications for Indigenous Knowledge and Decolonization.” Journal of Black Studies 43 (6): 599–619. doi:10.1177/0021934712440448.
  • Amin, Takiyah Nur. 2016. “Beyond Hierarchy: Reimagining African Diaspora Dance in Higher Education Curricula.” The Black Scholar 46 (1): 15–26. doi:10.1080/00064246.2015.1119634.
  • 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.
  • Bartunek, Jean M., Pennie G. Foster-Fishman, and Christopher B. Keys. 1996. “Using Collaborative Advocacy to Foster Intergroup Cooperation: A Joint Insider-outsider Investigation.” Human Relations 49 (6): 701–33.
  • Bennett, Janet M., and J. Milton Bennett. 2004. “Developing Intercultural Sensitivity: An Integrative Approach to Global and Domestic Diversity.” In Handbook of Intercultural Training, edited by Dan Landis, Janet Bennett, and Milton Bennett, 147–65. 3rd ed. Thousand Oaks, CA: Sage.
  • Bennett, Milton. J. 2004. “Becoming Interculturally Competent.” In Toward Multiculturalism: A Reader in Multicultural Education, edited by Jaime Wurzel, 62–77. Newton, MA: Intercultural Resource Corporation.
  • Bernal, Dolores Delgado. 2020. “Disrupting Epistemological Boundaries: Reflections on Feminista Methodological and Pedagogical Interventions.” Aztlan: A Journal of Chicano Studies 45 (1): 155–69.
  • Bernal, Dolores Delgado, Rebeca Burciaga, and Judith Flores Carmona. 2012. “Chicana/Latina Testimonios: Mapping the Methodological, Pedagogical, and Political.” Equity & Excellence in Education 45 (3): 363–72.
  • Bouey, J. 2020. “Are College Dance Curriculums Too White?” Dance Magazine, April 20. https://www.dancemagazine.com/are-college-curriculums-too-white-2645575057.html.
  • Brett, Smith, and C. Andrew Sparkes. 2008. “Contrasting Perspectives on Narrating Selves and Identities: An Invitation to Dialogue.” Qualitative Research 8 (1): 5–35. doi:10.1177/1468794107085221.
  • Cantú, Norma E. 2009. “The Semiotics of Land and Place: Matachines Dancing in Laredo, Texas.” In Dancing Across Borders: Danzas y Bailes Mexicanos, edited by Olga Nájera-Ramírez, Norma E. Cantú, and Brenda M. Romero, 97–115. Champaign: University of Illinois Press.
  • Castelyn, Sarahleigh. 2019. “We All are Makwerekwere: Xenophobia, Nationality, Dance and South Africa.” Conversations across the Fields of Dance 39: 38–41.
  • Ceseña, María Teresa. 2009. “Creating Agency and Identity in Danza Azteca.” In Dancing Across Borders: Danzas y Bailes Mexicanos, edited by Olga Nájera-Ramírez, Norma E. Cantú, and Brenda M. Romero, 80–94. Champaign: University of Illinois Press.
  • Cheddar News. 2021. “How Two Dancers are Bringing Awareness to Anti-Asian Racism.” Cheddar News, May 8. https://cheddar.com/media/how-two-dancers-are-bringing-awareness-to-anti-asian-racism.
  • Clark, David B. 1973. “The Concept of Community: A Re-examination.” The Sociological Review 21 (3): 397–416. doi:10.1111/j.1467-954X.1973.tb00230.x.
  • Cochran, Diane Wawrejko. 2001. “Dance: Enhancing Multicultural Studies of Various Minority Groups.” https://files.eric.ed.gov/fulltext/ED478049.pdf.
  • Cruz Banks, Ojeya. 2012. “Katherine Dunham: Decolonizing Anthropology through African American Dance Pedagogy.” Transforming Anthropology 20 (2): 159–68. doi:10.1111/j.1548-7466.2012.01151.x.
  • Dávila, Arlene. 2020. Latinx Art: Artists, Markets, and Politics. London, UK: Duke University Press.
  • Davis, Crystal U. 2018. “Laying New Ground: Uprooting White Privilege and Planting Seeds of Equity and Inclusivity.” Journal of Dance Education 18 (3): 120–25. doi:10.1080/15290824.2018.1481965.
  • del Carmen Salazar, María. 2013. “A Humanizing Pedagogy: Reinventing the Principles and Practice of Education as a Journey Toward Liberation.” Review of Research in Education 37 (1): 121–148. doi:10.3102/0091732X12464032.
  • Dhillon-Jamerson, Komal K. 2018. “Euro-Americans Favoring People of Color: Covert Racism and Economies of White Colorism.” American Behavioral Scientist 62 (14): 2087–100. doi:10.1177/0002764218810754.
  • Dixon, John, Kevin Durrheim, Manuela Thomae, Colin Tredoux, Philippa Kerr, and Michael Quayle. 2015. “Divide and Rule, Unite and Resist: Contact, Collective Action and Policy Attitudes among Historically Disadvantaged Groups.” Journal of Social Issues 71 (3): 576–96. doi:10.1111/josi.12129.
  • Dyer, Becky. 2009. “Merging Traditional Technique Vocabularies with Democratic Teaching Perspectives in Dance Education: A Consideration of Aesthetic Values and Their Sociopolitical Contexts.” Journal of Aesthetic Education 43 (4): 108–23.
  • Ellis, Carolyn, and Arthur Bochner. 2000. “Autoethnography, Personal Narrative, Reflexivity.” In Handbook of Qualitative Research, edited by Norman K. Denzin and Yvonna S. Lincoln, 733–68. Thousand Oaks, CA: Sage.
  • Fermoso, Jose. 2018. “‘It’s about Surviving Turmoil’: Latinx Dance Troupe Explores Racial Trauma.” The Guardian, November 09. https://www.theguardian.com/stage/2018/nov/09/its-about-surviving-turmoil-latinx-dance-troupe-explores-racial-trauma.
  • Fierros, Cindy O., and Dolores Delgado Bernal. 2016. “Vamos A Platicar: The Contours of Pláticas as Chicana/Latina Feminist Methodology.” Chicana/Latina Studies 15 (2): 98–121.
  • Flores, Alma Itzé, and Socorro Morales. 2021. A Chicana/Latina Feminist Methodology: Examining Pláticas in Educational Research. Sacramento: Seminar hosted by the California State University. March 19.
  • Fohlen, Emeric. 2017. “Breakdancing for Social Justice in Tunisia.” Aljazeera, February 18. https://www.aljazeera.com/gallery/2017/2/18/break-dancing-for-social-justice-in-tunisia.
  • Foucault, Michel. 1980. Power/Knowledge: Selected Interviews and Other Writings by Michel Foucault, 1972-1977. Brighton, UK: Harvester.
  • Freire, Paulo. 1970. Education for Critical Consciousness. New York: Continuum Publishing Company.
  • Freire, Paulo. 1973. Pedagogy of the Oppressed. New York: The Seabury Press.
  • Gosovic, Branislav. 2016. “The Resurgence of South–South Cooperation.” Third World Quarterly 37 (4): 733–43. doi:10.1080/01436597.2015.1127155.
  • Gottschild, Brenda Dixon. 2003. Black Dancing Body: A Geography from Coon to Cool. New York: Palgrave MacMillan.
  • Guajardo, Francisco, and Miguel Guajardo. 2013. “The Power of Plática.” Reflections 13 (1): 159–64.
  • Heleta, Savo. 2016. “Decolonisation of Higher Education: Dismantling Epistemic Violence and Eurocentrism in South Africa.” Transformation in Higher Education 1 (1): 1–8. doi:10.4102/the.v1i1.9.
  • Holt, Nicholas L. 2003. “Representation, Legitimation, and Autoethnography: An Autoethnographic Writing Story.” International Journal of Qualitative Methods 2 (1): 18–28. doi:10.1177/160940690300200102.
  • hooks, bell, and Eve Ensler. 2014. “Strike! Rise! Dance!” Lionsroar, June 18. https://www.lionsroar.com/strike-rise-dance-bell-hooks-eve-ensler-march-2014/.
  • Huerta, Elisa Diana. 2009. “Embodied Recuperations: Performance, Indigeneity, and Danza Azteca.” In Dancing Across Borders: Danzas y Bailes Mexicanos, edited by Olga Nájera-Ramírez, Norma E. Cantú, and Brenda M. Romero, 3–18. Champaign: University of Illinois Press.
  • Joe, Norris, and Richard D. Sawyer. 2012. “Towards a Dialogic Methodology.” In Duoethnography: Dialogic Methods for Social, Health, and Educational Research, edited by Joe Norris, Richard D. Sawyer, and Darren Lund, 9–41. London, UK: Routledge.
  • Kerr, Jeannie. 2014. “Western Epistemic Dominance and Colonial Structures: Considerations for Thought and Practice in Programs of Teacher Education.” Decolonization: Indigeneity, Education & Society 3 (2): 83–104.
  • Kerr-Berry, Julie. 2012. “Dance Education in an Era of Racial Backlash: Moving Forward as We Step Backwards.” Journal of Dance Education 12 (2): 48–53. doi:10.1080/15290824.2011.653735.
  • Kerr-Berry, Julie. 2016. “Peeling Back the Skin of Racism: Real History and Race in Dance Education.” Journal of Dance Education 16 (4): 119–21. doi:10.1080/15290824.2016.1238708.
  • Kevin, Gray, and Barry K. Gills. 2016. “South–South Cooperation and the Rise of the Global South.” Third World Quarterly 37 (4): 557–74. doi:10.1080/01436597.2015.1128817.
  • Kiiru, Kahithe. 2020. “Colonial Choreography: How the British Administration Shaped Dance Heritage in Kenya.” In Music and Dance in Eastern Africa: Current Research in Humanities and Social Sciences, edited by Kahithe Kiiru and Maina Wa Mūtonya, 16–31. Nairobi, Kenya: Don Bosco Printing Press.
  • Kohli, Rita. 2012. “Racial Pedagogy of the Oppressed: Critical Interracial Dialogue for Teachers of Color.” Equity & Excellence in Education 45 (1): 181–96. doi:10.1080/10665684.2012.644187.
  • Lengyel, Miguel, and Bernabé Malacalza. 2011. “What Do We Talk When We Talk about South–South Cooperation? The Construction of a Concept from Empirical Basis.” Paper presented at the IPSA–ECPR Joint Conference, São Paulo, February 16–19.
  • Mabingo, Alfdaniels. 2015. “Decolonizing Dance Pedagogy: Application of Pedagogies of Ugandan Traditional Dances in Formal Dance Education.” Journal of Dance Education 15 (4): 131–41. doi:10.1080/15290824.2015.1023953.
  • Mabingo, Alfdaniels. 2018. “Teaching African Dances as Civic Engagement: Pedagogic Perspectives of Teachers of African Dances in North America, Europe, New Zealand, and Asia.” Journal of Dance Education 18 (3): 103–11. doi:10.1080/15290824.2018.1482417.
  • Mabingo, Alfdaniels. 2019. “Intercultural Dance Education in the Era of Neo-state Nationalism: The Relevance of African Dances to Student Performers’ Learning Experiences in the United States.” Journal of Dance Education 19 (2): 47–57. doi:10.1080/15290824.2018.1434527.
  • Mabingo, Alfdaniels. 2022. “Decolonizing Assessment in Dance Education: Ubuntu as an Evaluative Framework in Indigenous African Dance Education Practices.” Journal of Dance Education Advance online publication. doi:10.1080/15290824.2021.2004313.
  • Mabingo, Alfdaniels, Gerald Ssemaganda, Edward Sembatya, and Ronald Kibirige. 2020. “Decolonizing Dance Teacher Education: Reflections of Four Teachers of Indigenous Dances in African Postcolonial Environments.” Journal of Dance Education 20 (3): 148–56. doi:10.1080/15290824.2020.1781866.
  • McCarthy-Brown, Nyama. 2014. “Decolonizing Dance Curriculum in Higher Education: One Credit at a Time.” Journal of Dance Education 14 (4): 125–29. doi:10.1080/15290824.2014.887204.
  • McCarthy-Brown, Nyama. 2021. “Dancing with Race: A Multiple Case Study on the Use of Critical Dance Pedagogy in Dance Making.” Whiteness and Education 6 (1): 19–38. doi:10.1080/23793406.2021.1879668.
  • Melchior, Elizabeth. 2011. “Culturally Responsive Dance Pedagogy in the Primary Classroom.” Research in Dance Education 12 (2): 119–35. doi:10.1080/14647893.2011.575223.
  • Moody, Armoni. 2018. “‘Dancing for the Culture’: An Exploration of Cultural and Communal Healing and Uplift through Multicultural Dance Education.” PhD diss., Columbia University.
  • Morales, Ed. 2018. Latinx: The New Force in American Politics and Culture. London: Verso.
  • Morgan, Marcyliena, and Dionne Bennett. 2011. “Hip-hop and the Global Imprint of a Black Cultural Form.” Daedalus 140 (2): 176–96. doi:10.1162/DAED_a_00086.
  • Mpangi, Otte. 2016. “Breakdance in Uganda: Moving to the Beat of Social Change.” MA thesis, Universteit Leiden.
  • Muhr, Thomas. 2016. “Beyond ‘BRICS’: Ten Theses on South–South Cooperation in the Twenty-first Century.” Third World Quarterly 37 (4): 630–48. doi:10.1080/01436597.2015.1108161.
  • Mullikin, Alicia. 2020. “Recognizing Systemic Racism in Dance.” Seattle Dances, June 19. http://seattledances.com/2020/06/recognizing-systemic-racism-in-dance/.
  • Mulvihill, Julie. 2017. “Dance Making: The Work and Working of Collaboration.” PhD diss., Texas Woman’s University.
  • Mulvihill, Julie A. 2018. “COLLABORATION: An Activity of Responsible Citizenship.” Journal of Dance Education 18 (3): 112–19. doi:10.1080/15290824.2018.1481963.
  • Nadeau, Denise, and Alannah Young. 2006. “Educating Bodies for Self-determination: A Decolonizing Strategy.” Canadian Journal of Native Education 29 (1): 87–101.
  • Nagda, Biren Ratnesh A., Patricia Gurin, Nicholas Sorensen, Chloé Gurin-Sands, and Shardae Osuna. 2009. “From Separate Corners to Dialogue and Action.” Race and Social Problems 1 (1): 45–55. doi:10.1007/s12552-009-9002-6.
  • O’Shea, Janet. 2018. “Decolonizing the Curriculum? Unsettling Possibilities for Performance Training.” Revista Brasileira de Estudos Da Presença 8 (4): 750–62. doi:10.1590/2237-266078871.
  • Osumare, Halifu. 2001. “Beat Streets in the Global Hood: Connective Marginalities of the Hip Hop Globe.” Journal of American & Comparative Cultures 24 (1–2): 171–18. https://doi.org/10.1111/j.1537-4726.2001.2401_171.x.
  • Osumare, Halifu. 2002. “Global Breakdancing and the Intercultural Body.” Dance Research Journal 34 (2): 30–45. https://doi.org/10.2307/1478458.
  • Osumare, Halifu. 2007. The African Aesthetic in Global Hip-Hop: Power Moves. New York: Palgrave MacMillan.
  • Osumare, Halifu. 2015. “Keeping It Real: Race, Class, and Youth Connections through Hip-Hop in the U.S. & Brazil.” Humboldt Journal of Social Relations 37: 6–18. https://doi.org/10.1080/10702890802470660.
  • Peng, Ilena. 2021. “With the Help of Social Media, the Asian Ballet Community Is Speaking Out against Anti-Asian Violence.” https://pointemagazine.com/anti-asian-violence/.
  • Perry, Marc D. 2008. “Global Black Self-fashionings: Hip Hop as Diasporic Space.” Identities: Global Studies in Culture and Power 15 (6): 635–64. doi:10.1080/10702890802470660.
  • Romero, Brenda M. 2009. “The Matachines Danza as Intercultural Discourse.” In Dancing Across Borders: Danzas y Bailes Mexicanos, edited by Olga Nájera-Ramírez, Norma E. Cantú, and Brenda M. Romero, 185–205. Champaign: University of Illinois Press.
  • Rowe, Nicholas, Rose Martin, Ralph Buck, and Eeva Anttila. 2018. “Researching Dance Education Post-2016: The Global Implications of Brexit and Trump on Dance Education.” Research in Dance Education 19 (1): 91–109. doi:10.1080/14647893.2017.1354839.
  • Said, Edward. 1978. Orientalism: Western Conceptions of the Orient. London: Penguin.
  • Sarkar, Kaustavi. 2020. “Indian Classical Dance Education in Diaspora.” Dance Education in Practice 6 (3): 6–14. doi:10.1080/23734833.2020.1791568.
  • Sawyer, Richard D., and Joe Norris. 2013. Duoethnography: Understanding Qualitative Research. Oxford: Oxford University Press.
  • Schaefer, Brian. 2016. “Dance in the Age of Black Lives Matter.” Dance Magazine, November 10. https://www.dancemagazine.com/dance-age-black-lives-matter-2307047358.html.
  • Schupp, Karen. 2020. “Performing Whiteness on the Competition Stage: ‘I Dance All Styles.’” Research in Dance Education 21 (2): 209–24. doi:10.1080/14647893.2020.1798395.
  • Smith, Linda Tuhiwai. 1999. Decolonizing Methodologies: Research and Indigenous Peoples. London, UK: Zed.
  • Sörgel, Sabine. 2020. Contemporary African Dance Theatre: Phenomenology, Whiteness, and the Gaze. New York: Springer Nature.
  • Spivak, Gayatri Chakravorty. 2003. “Can the Subaltern Speak?.” Die Philosophin 14 (27): 42–58. doi:10.5840/philosophin200314275.
  • Staley, Kimberly Constance T. 1993. “Educating Through Dance: A Multicultural Theoretical Framework.” PhD diss., Texas Woman’s University.
  • Streets, Barbara Faye. 2011. “Deepening Multicultural Competencies through Immersion in West African Dance Camps.” Journal of Dance Education 11 (3): 73–83. doi:10.1080/15290824.2011.564957.
  • Wa Thiong’o, Ngugi. 1986. Decolonizing the Mind: The Politics of Language in African Literature. London, UK: Currey.
  • Wakamatsu, Kori. 2020. “Asian American Perspectives: From Microaggressions to Microprogressions, How Small Choices Can Make a Big Difference in the Dance Classroom.” Journal of Dance Education 20 (3): 121–25. doi:10.1080/15290824.2020.1789148.
  • Walker, Ayo. 2019. “Rebalancing Dance Curricula Through Repurposing Black Dance Aesthetics.” Research in Dance Education 20 (1): 36–53. doi:10.1080/14647893.2019.1566306.
  • Walker, Ayo. 2020. “Traditional White Spaces: Why All-Inclusive Representation Matters.” Journal of Dance Education 20 (3): 157–67. doi:10.1080/15290824.2020.1795179.
  • Wall, Sarah. 2008. “Easier Said than Done: Writing an Autoethnography.” International Journal of Qualitative Methods 7 (1): 38–53. doi:10.1177/160940690800700103.
  • Wang, Li. 2017. “From Ethnocentric to Ethnorelative: An Exploration of Studio Teachers’ Intercultural Sensitivity through Inclusive Practices of Teaching International Students in Tertiary Dance Education.” MA thesis, University of Auckland.
  • Wilcox, Hui Niu, and Erika Busse. 2017. “‘Authentic’ Dance and Racialized Ethnic Identities in Multicultural America: The Chinese in Minnesota and Peruvians in New Jersey.” Sociology of Race and Ethnicity 3 (3): 355–69. doi:10.1177/2332649216674224.
  • Williams, Arneshia. 2020. “Moving to Center: A Reflection on Focusing Knowledge from Communities of Color in Dance.” Journal of Dance Education 20 (3): 126–30. doi:10.1080/15290824.2020.1791879.
  • Wilson, Waziyatawin Angela. 2004. “Introduction: Indigenous Knowledge Recovery Is Indigenous Empowerment.” American Indian Quarterly 28 (3/4): 359–72.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.