'Kola nga bwoyiga ate oyige nga bwokola': Navigating Dance Pedagogies in Technologically Less Advanced African Environments during the COVID-19 Pandemic
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| Title: | 'Kola nga bwoyiga ate oyige nga bwokola': Navigating Dance Pedagogies in Technologically Less Advanced African Environments during the COVID-19 Pandemic |
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| Language: | English |
| Authors: | Alfdaniels Mabingo (ORCID |
| Source: | Research in Dance Education. 2025 26(3):329-350. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Dance Education, COVID-19, Pandemics, Online Courses, School Closing, African Culture, Distance Education, Foreign Countries, Indigenous Knowledge, Teacher Attitudes, College Faculty, Student Attitudes, College Students, Video Technology, Technology Uses in Education, Interpersonal Relationship, Barriers |
| Geographic Terms: | Uganda |
| DOI: | 10.1080/14647893.2023.2211552 |
| ISSN: | 1464-7893 1470-1111 |
| Abstract: | The COVID-19 pandemic impacted dance practice in African communities, which at the time were still grappling with building technological infrastructure and resources to advance dance education, research, scholarship, and practice. How did the dance teachers and students in environments with less developed information and communication technological (ICT) infrastructure in African countries such as Uganda navigate online teaching and learning of dance during the COVID-19 pandemic? This article engages the Kiganda education philosophy 'kola nga bwoyiga ate oyige nga bwokola' (learn as you do and do as you learn) as an analytical frame to unpack how the dance teachers and students in Uganda navigated dance pedagogies during the pandemic. The reflections of the teachers and students revealed how the pandemic dismantled the sense of community as an actual essence dance in local communities. The pandemic stirred a radical rethink on framing online and distance dance teaching and learning, applying context-centered and technologically-responsive pedagogies, and using motion picture tools to teach indigenous dance traditions. The discussion unpacks how 'kola nga bwoyiga ate oyige nga bwokola' centered pedagogic reimaginations and maneuvers to activate agency, adaptation, resilience, and contextualization, underscoring the value and relevance of Indigenous worldviews in overcoming ever-emerging barriers in dance education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487230 |
| Database: | ERIC |
| Abstract: | The COVID-19 pandemic impacted dance practice in African communities, which at the time were still grappling with building technological infrastructure and resources to advance dance education, research, scholarship, and practice. How did the dance teachers and students in environments with less developed information and communication technological (ICT) infrastructure in African countries such as Uganda navigate online teaching and learning of dance during the COVID-19 pandemic? This article engages the Kiganda education philosophy 'kola nga bwoyiga ate oyige nga bwokola' (learn as you do and do as you learn) as an analytical frame to unpack how the dance teachers and students in Uganda navigated dance pedagogies during the pandemic. The reflections of the teachers and students revealed how the pandemic dismantled the sense of community as an actual essence dance in local communities. The pandemic stirred a radical rethink on framing online and distance dance teaching and learning, applying context-centered and technologically-responsive pedagogies, and using motion picture tools to teach indigenous dance traditions. The discussion unpacks how 'kola nga bwoyiga ate oyige nga bwokola' centered pedagogic reimaginations and maneuvers to activate agency, adaptation, resilience, and contextualization, underscoring the value and relevance of Indigenous worldviews in overcoming ever-emerging barriers in dance education. |
|---|---|
| ISSN: | 1464-7893 1470-1111 |
| DOI: | 10.1080/14647893.2023.2211552 |
