Pedagogical conceptions of Finnish teachers of transnational dances. Cases: African dance, Oriental dance and Flamenco

Abstract

Abstract Today, multiculturalism is increasing in the Nordic societies. It is also evidently reflected in the arts, including dance. Simultaneously, understanding different dance cultures is becoming more important in the field of dance pedagogy. This article discusses the pedagogical conceptions of Finnish teachers of transnational dances and their experiences in teaching African dance, Oriental dance and flamenco. Through a process of a phenomenographic data analysis, the authors have identified three different ways to understand the nature of transnational dances: 1) Dance is art, 2) Dance is culture open to all people and simultaneously art and physical education, and 3) Dance is a part of well-being. These different views seem to be reflected in the teachers’ pedagogical conceptions that are the main focus of the data analysis. The article includes descriptions of the different pedagogical ways of thinking of the teachers. The present findings can be used to increase the awareness of teachers who focus on teaching the dances of different cultures. They are also relevant for the future development of physical education and dance teacher programs, where cultural consciousness is considered relevant.