The Traditional Concept Umunthu as entangled in a Malawian Dance Teacher’s Educational Practice

Abstract

Dance pedagogies globally are theoretically and often practically based on Western pedagogies. It appears that dance pedagogies deriving from African perspectives have had little visibility in African institutions and in institutions elsewhere. This article outlines some of the pedagogical dance practices and philosophies in Malawi, Southern Africa, expressed by John Duma, a merited dance teacher at Music Crossroads Malawi. His emphasis is on love, respect and self-confidence as a practical part of dancing, and achieving a balance between tribal-modern-urban-traditional-western perspectives in the community. The pedagogical perspectives are discussed as part of the Malawian concept uMunthu in an analysis of the entanglements of these different interests. The material is gathered through extensive ethnographic fieldwork over 4 years, including one formal interview. The material is analysed through diffractive analysis and post-qualitative theories.

Keywords

• Arts education
• traditional dance
• Malawi
• post-qualitative theory
• decolonization