Titlebook: Ubuntu as Dance Pedagogy in Uganda; Individuality, Commu Alfdaniels Mabingo Book 2020 The Editor(s) (if applicable) and The Author(s) 2020

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Ubuntu, Indigenous Communities, and Dance Practices in African Cultures,es are learned, developed, taught, practiced, and shared. In this chapter, Ubuntu is examined as a framework of analysis to reveal how the pedagogic practices of Indigenous dances that teachers in Uganda use are constructed experiences undergirded by their individualities and the sensibilities of the local communities where they teach the dances.

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2661-8451 rs.Highlights how indigenous dance philosophy can facilitate.This book locates the philosophy of Ubuntu as the undergirding framework for indigenous dance pedagogies in local communities in Uganda. Through critical examination of the reflections and practices of selected local dance teachers, the vo

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Historical, Sociocultural, and Political Contexts of Indigenous Dance Practices in Uganda,itions and identities of individuals and communities. Through ceremonies, rituals, festivals, competitions, and social gatherings, communities created, shared, performed, and learned Indigenous dance knowledge and skills. During the colonial period, Indigenous dance practices were disrupted. The int

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Biographic Complexities of Selected Indigenous Dance Teachers in Uganda,overed in this book have taken different pathways to becoming Indigenous dance pedagogues. This chapter draws on the biographical information of the eight selected teachers of Indigenous dances to reveal how their educational, personal, artistic, and cultural backgrounds have framed their rationaliz

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Contexts and Meanings of Indigenous Dance Education Practices,s, among others. The environments in which dances are taught, learned, shared, and practiced bring complex perspectives to how the meanings are re/constructed, deconstructed, and rationalized by the participants in the dance activities. In homes and village communities, the dance knowledge and skill

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Individuality, Community, Inclusion, and Agency in Indigenous Dance Pedagogies,es, skills, and knowledge of local communities where they teach. Pedagogic frameworks such as storytelling, inquisitorial observation, embodied experimentalism, embodied intercorporealities, peer modeling, and mechanisms of qualitative assessment and feedback facilitate knowledge production and cons

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Music as a Pedagogic Aid in Indigenous Dance Education,sic is exemplified in drumming, vocal songs, mnemonics, and other forms of instrumentation. The place of music in dance can easily be reduced to mere accompaniment. However, the pedagogies that the teachers of Indigenous dances apply leverage music as a teaching and learning aid. Music acts as a co-

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Diversity, Interethnicity, and Inclusion in Indigenous Dance Pedagogy,ple, Indigenous dance traditions have been shared, adapted and practiced beyond their communities of origin. The teachers of Indigenous dances have embraced these multicultural and intercultural trends in dance and music practice. Pedagogically, the dance teachers utilize the heterogeneities of danc