Cultural connection: Approaches to cultural education through Latin American dance
Latin Dance Party refers to a tertiary cultural dance unit in Brisbane, Australia, that combines technical/social Latin American dance with cultural perspectives. This article explores the recommendations from two research projects carried out in this unit, over two years, to investigate team-building and cultural authenticity within teaching and learning pedagogies. As a result of these recommendations, the researchers have explored approaches that enhance teacher-student relationships, the development of online contextual resources, and reflective teaching and learning strategies. These approaches have implications for future research into the integration of cultural contexts into dance teaching methodology in university settings.
Alter, J. B. (2000). The transcultural adaption of teaching methods from country of origin to an American university setting. Research in Dance Education, 1(1), 27–37. https://doi.org/10.1080/14647890050006569
Ashley, L., & Lines, D. (2016). Intersecting cultures in music and dance education. New York, NY: Springer. https://doi.org/10.1007/978-3-319-28989-2
Barrett, M., Byram, M., Lázár, I., Mompoint-Gaillard, P., & Philippou, S., (2014). Developing intercultural competence through education. Strasbourg, France: Council of Europe.
Espiritu, Y. L. (1992). Asian American panethnicity: Bridging institutions and identities. Philadelphia, PA: Temple University.
Hanrahan, S. J., & Pedro, R. A. (2017). Team-building activities in dance classes and discoveries from reflective essays. Asia-Pacific Journal of Health, Sport and Physical Education, 8(1), 53-66. https://doi.org/10.1080/18377122.2016.1272427
Kraidy, M. M. (2005). Hybridity, or the cultural logic of globalization. Philadelphia, PA: Temple University.
McCarthy-Brown, N. (2017). Dance pedagogy for a diverse world: Culturally relevant teaching in theory, research and practice. Jefferson, NC: McFarland & Company.
Pedro, R. A. (2017). Transcultural improvisations: An investigation of hybridity through a local Australian samba de gafieira dance community (Unpublished doctoral dissertation), Queensland University of Technology, Brisbane, Australia.
Pedro, R. A., Stevens, K., & Scheu, C. (2016). Creating a cultural dance community of practice: Building authentic Latin American dance experiences. Manuscript submitted for publication.
Pugh McCutchen, B. (2006). Teaching dance as art in education. Champaign, IL: Human Kinetics.
Robertson, C., & Bèhague, G. (2017). Latin America. In Grove music online. Oxford music online. Retrieved from
Schön, D. A. (1995). The reflective practitioner: How professionals think in action (2nd ed.). Aldershot, England: Arena.
Shapiro, S. B. (2008). Dance in a world of change: Reflections on globalization and cultural difference. Champaign, IL: Human Kinetics.
Shay, A. (2008). Dancing across borders: The American fascination with exotic dance forms. Jefferson, NC: McFarland & Company.
Thompson, N., & Pascal, J. (2012). Developing critically reflective practice. Reflective practice: International and multi-disciplinary perspectives, 13(2), 311–325. https://doi.org/10.1080/14623943.2012.657795
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 3.0 License.