Aboriginal dance as pedagogy: privileging voices of Bundjalung elders

ABSTRACT

Indigenous dance is a methodology used to convey stories of survival and reform within each Aboriginal language group in Australia. The Bundjalung Nation is the cultural group where we are situated in northern New South Wales. Jagun is a local Bundjalung language term for Country. This article explores the synergies with world literature and Bundjalung Elder voices associated with Indigenous dance practices as a methodology for decolonising classrooms and other learning spaces. We bring to the focus a local philosophy that urges educators to be the best version of themselves, what Aunty Bertha Kappen called Wana werlu, that specifically means to be yourself in the local Aboriginal language. As such, we attempt to position the redevelopment of cultural practices on Bundjalung Jagun to incorporate Elder’s voice. In doing so, other educators wanting to utilise cultural practices as pedagogy are prompted to be mindful of gaining proper local permissions and incorporating a creative spirit.

KEYWORDS:

• Country
• dance
• elders
• Indigenous knowledge
• pedagogy
• voice

Glossary

Bundjalung	=	Country of northern New South Wales and southern Queensland, Australia covering many cultural groups.
Bandjalang	=	A cultural group from Evans Head and Coraki of northern New South Wales, Australia.
Goorie	=	Relating specifically to the Aboriginal Peoples of northern New South Wales and southern Queensland, Australia
Jagun	=	Local Bundjalung word for Country. Variations: Jugun and Jogun
Wana werlu	=	Philosophical term to be yourself.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Kylie Day

Kylie Day is an Indigenous Research Academic at Gnibi College of Indigenous Australian Peoples, SCU. Kylie is an Indigenous scholar passionate about pedagogy to include Aboriginal cultural practices. Kylie has just been awarded her Doctorate of Indigenous Philosophies. Through her research and teaching, she aims to create better ways of enhancing learning in the classroom for Indigenous students by privileging the voice of local Elders and knowledge holders.

Stuart Barlo

Stuart Barlo, Dean, Gnibi College Southern Cross University, Lismore. Stuart is an Aboriginal man from the Yuin nation from the far south coast of New South Wales. Stuart uses Indigenous Australians’ understanding of the concept of yarning and its underlying principles and protocols to develop an Indigenous research methodology

Lynne McPherson

Lynne McPherson, Deputy Director, Centre for Children and Young, Faculty of Health, Southern Cross University. Lynne’s research interests are in the areas of child protection practice and out of home care, complex developmental trauma and therapeutic approaches, leadership and social work supervision.

Kelly Menzel

Kelly Menzel, Associate Dean,Education and Senior Lecturer, Gnibi College Southern CrossUniversity, Lismore. Kelly has a PhD in Indigenous Knowledges and hasbeen an academic for 23 years. She has lived in and worked with FirstNations communities worldwide.