Making Connections: Culturally Responsive Pedagogy and Dance in the Classroom

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.