Abstract: Castelyn discusses tensions around the homogenization of dance from the African continent in terms of both its forms and its content. This chapter debates the ethical implications this has on her teaching of South African dance forms in a British university. She discusses implications on pedagogical practices in terms of supporting British dance students in finding meaningful understandings of South African dance styles. She introduces three ethically informed approaches that she draws on within her own teaching practice to address this. A vers...
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