Articulating a Movement Pedagogy in Retrograde: Mapping an Embodied Research Process

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dc.contributor.authorJohnstone, Kristina
dc.date.accessioned2023-09-13T07:55:28Z
dc.date.available2023-09-13T07:55:28Z
dc.date.issued2022-09-16
dc.description.abstractThis paper discusses an artistic research project that challenges representationalism in South African contemporary dance. The author argues against the use of discursive methodologies that reinforce colonial scripts and instead proposes an alternative approach based on embodied practices. The paper explores the concept of choreography as embodied research and its potential to align with a decolonial praxis. The research project involves tracing embodied practices and creating a digital cartography to capture and explore these practices. The author also discusses the emergence of a movement pedagogy that unfolds in retrograde and disrupts conventional understandings of time and pedagogical continuity.
dc.description.librarianCR2023
dc.facultyHumanities
dc.identifier.doihttps://doi.org/10.54223/10539/35902
dc.identifier.urihttp://hdl.handle.net/10539/35902
dc.language.isoen
dc.publisherArts Research Africa
dc.rightsThis article is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) licence: https://creativecommons.org/licenses/by/4.0
dc.schoolSchool of Arts
dc.titleArticulating a Movement Pedagogy in Retrograde: Mapping an Embodied Research Process
dc.typeArticle
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