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Making Connections: Culturally Responsive Pedagogy and Dance in the Classroom

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Book cover Intersecting Cultures in Music and Dance Education

Part of the book series: Landscapes: the Arts, Aesthetics, and Education ((LAAE,volume 19))

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Abstract

Bi-cultural perspectives and the development of culturally responsive pedagogy are increasingly acknowledged in teaching and teacher education in Aotearoa/New Zealand. In a culturally responsive classroom, effective teaching and learning occur within meaningful contexts where students’ contributions are voiced and valued. This chapter explores ways that models and strategies for culturally responsive pedagogy apply to teaching and learning dance in the primary classroom. A brief overview of culturally responsive pedagogy from a Māori worldview provides a framework for the discussion. Observations and stories from classroom teachers and their students demonstrate how collaborative processes that involve critical thinking, teaching from existing strengths, and valuing students’ prior knowledge and experience, develop increased connectedness between teachers and their students, students and each other, and students and dance.

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Author information

Authors and Affiliations

  1. School of Education, Te Puna Akopai, Faculty of Education, Victoria University of Wellington, 600, 6140, Wellington, New Zealand

    Liz Melchior

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  1. Liz Melchior
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Correspondence to Liz Melchior .

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Editors and Affiliations

  1. Auckland, New Zealand

    Linda Ashley

  2. Auckland, New Zealand

    David Lines

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Melchior, L. (2016). Making Connections: Culturally Responsive Pedagogy and Dance in the Classroom. In: Ashley, L., Lines, D. (eds) Intersecting Cultures in Music and Dance Education. Landscapes: the Arts, Aesthetics, and Education, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-319-28989-2_6

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  • DOI: https://doi.org/10.1007/978-3-319-28989-2_6

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-28987-8

  • Online ISBN: 978-3-319-28989-2

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