The University of Cape Town School of Dance hosts CONFLUENCES 9
"Deciphering decolonisation in Dance Pedagogy in the 21 st century"
Cape Town, South Africa
12 - 14 July 2017
Acclaimed choreo-activist and Dance scholar, Lliane Loots will present the keynote address.
CALL FOR PAPERS
At a time when the global stage reels from one socio-political event to another: Brexit; ongoing Syrian conflicts; the clamour for a US presidency; the Rio Olympics in 2016; South Africa’s #FeesMustFall campaign; questioning the sub-field of Dance Pedagogy and what gives shape to curricula in post-colonial tertiary education contexts may seem a luxury. We suggest that attention to Dance as a microcosm may give direction to meta-level discourses through knowledge offered in this embodied encounter. As academics we can contribute to the preparation of responsible, compassionate and forward-thinking people who can articulate 21st century issues such as Black Lives Matter campaigns?
How do we translate the theory of decolonisation into praxis in the dance classroom? This conference invites us to consider what kinds of dancers will be required by a dance industry? Should dancers as artists be developed, and to whose end? How is Dance Education, and Arts Education, more generally, responding to the call for decolonisation and an end to the imperialism of current dance hegemonies? Why will understanding what and how bodies learn be useful, and to whom? How do dancing bodies convey meaning? Do long held and privileged ways of dance teaching need revision? These are some of the key research areas which we hope Confluences 9 will begin to address. Further questions on this theme of dance pedagogy include:
What does it mean to decolonise Dance Studies and Dance Pedagogy in 2017?
Why is a relook at Dance as an ‘agent of change’ still important to discuss?
When is Sue Stinson’s (2001) notion of the hidden curriculum to be made explicit, and when shall we begin that teaching?
How has Dance been academised in your institution?
What role should a theatre and dance archive play in post-colonial curriculum development and the dissemination of knowledge?
What assessment instruments are being used when establishing dance undergraduate vs. post-graduate academic programmes?
What do we mean by a MFA in Dance and/or Practice as Research in higher degrees qualification?
How does the role of the artist in residence differ from a professor of Dance in a tertiary institution?
Whose best practices are we adopting: is the centrality of a European/ North American training still emphasised?
How can the politics of space unpack Jonathan Jansen’s ( 2016) ‘dark intimacy’ needed in the black and or white dominated university?
What is new technology accomplishing that chalkboards have been unable to explore for Dance studies?
SUBMIT A PROPOSAL Deadline for submissions: 31 January 2017.
We invite the submission of proposals which could be in a range of formats (including papers, posters, workshops, masterclass, performances). Your proposal must include a brief rationale and abstract (max 250 words) of your intended contribution. Please provide us with your name, institutional affiliation, email address and contact details. Your proposal should outline whether you intend to make a joint presentation (max. 30 mins) or individual paper (max. 20 mins) or workshop or performative experience (max. 60 mins). We will endeavour, as far as possible, not to run papers concurrently in the conference programme.
Please send your proposal(s) as email attachments in MS Word to Gerard.email@example.com. or firstname.lastname@example.org. All proposals will be reviewed by the Conference Committee and feedback provided to applicants by the end of February 2017.
Contact usCentre for Theatre, Dance & Performance Studies University of Cape Town Private Bag X3 7701 Rondeboschctdps@uct.ac.za