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Osu1211764897.Pdf (628.76 A CASE STUDY OF THE MULTICULTURAL PRACTICES OF TWO UNITED STATES DANCE EDUCATIORS: IMPLICATIONS FOR INDONESIAN K-9 DANCE EDUCATION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Juju Masunah, M.Hum ***** The Ohio State University 2008 Dissertation Committee: Professor Christine Ballengee-Morris, Adviser Approved by Professor James H Sanders III Professor Melanye White Dixon _______________________ Professor C. Sue Dechow Adviser Graduate Program in Art Education Copyright by Juju Masunah © 2008 ABSTRACT The purpose of this study is to identify the theories, definitions, goals, curricula, pedagogy, and practices of multicultural education, and its implications for dance education in Indonesia. Firstly, I review the literature of multicultural education theory and dance education in the United States. Secondly, I examine two dance educators and their application of multicultural education through structured and unstructured interviews, participant observations, reflective journals, and document analyses. Lastly, I consider the context of education in Indonesia and how it might be served by adapting multicultural approaches used in the United States. The findings indicate that for elementary and middle school students, the curriculum of dance education taught through a multicultural pedagogy considers students’ lived experiences and dance forms from various cultures. This study concludes with a call for a multicultural dance education course to be taught in dance teacher education programs in Indonesia; a course grounded in an autobiographical method that promotes teachers’ self-awareness and self-critique as they become multicultural educators and agents for change. ii Dedicated to the memory of my mother, Reni iii ACKNOWLEDGMENTS My journey toward my doctorate degree at the Ohio State University (OSU) began in 2002 when I met Dr. Sue Dechow, Director of Research and International Development, OSU, while she was visiting the Indonesia University of Education (UPI) in Bandung for a partnership program. With Dr. Dechow’s guidance, I met Dr. Michael J. Parsons who became my advisor after I officially enrolled as a doctoral student in the Department of Art Education at OSU in the Spring Quarter, 2004. When Dr. Parsons became Professor Emeritus in 2006, Dr. Christine Ballengee-Morris officially became my adviser and mentor, guiding me to write and complete my dissertation. I am grateful to them for their generous guidance, encouragement, advice, and unique insights. I also wish to express my gratitude to my other committee members, Dr. James Sanders III and Dr. Melanye White Dixon, for their kind support and insightful suggestions. Most importantly, I wish to express my deep appreciation to Marlene Robbins, dance teacher at the Indianola Informal Alternative Elementary School, and Karen King- Cavin, dance teacher at the Arts IMPACT Middle School. They gave willingly of their time to share their thoughts and practice in teaching dance and provided valuable information. I wish to also thank the principals at both schools who made this study possible, and I thank the other teachers who kindly shared their thoughts with me. iv I acknowledge the UPI in Bandung, the Ford Foundation, and the School of Teaching and Learning in the College of Education and Human Ecology at OSU for funding my study. Lastly, I thank Rendila Restu Utami, my daughter, for her patience and love that helped me throughout this endeavor. v VITA May 17, 1963 Born, Majalengka, West Java, Indonesia 1986 Diploma Three at the Indonesia Academy of Dance in Bandung West Java, Indonesia 1989 Bachelor of Arts at the Indonesia Academy of Music in Surakarta, Central Java, Indonesia 1991 - 2000 Lecturer, Department of Theater, Dance, and Music (Sendratasik), Institute of Teacher Training and Educational Sciences in Bandung 1994 – 1997 Master of Humanities (Performing Arts Studies) Gadjah Mada University in Yogyakarta, Central Java, Indonesia 1997 – 2003 Researcher and Leader of the Center for Research and Development of Arts Education (Traditional Performing Arts) Indonesia University of Education (UPI) in Bandung 2001 - present Assistant Professor at the Department of Theater, Dance, and Music, UPI in Bandung 2003 – 2008 Ford Foundation fellow, Art Education, The Ohio State University 2004 – 2008 Graduate Research Associate The Office of Research and International Development, School of Teaching and Learning, College of Education and Human Ecology, The Ohio State University vi SELECTED PUBLICATIONS Masunah, J. (2006). Representations of Gender in Indonesian Mask Dances. In Hawaii International Conference on Arts and Humanities. 2006 Conference Proceedings (pp. 3926-3938). http://www.hichumanities.org/proceedings_hum.htm Masunah, J., & Karwati, U. (2003). Topeng Cirebon, buku I [Cirebon masked dances, book I]. Bandung: P4ST UPI. Masunah, J., Karwati, U., Komalasari, H., Nugraheni, T., and Heriyawati, Y. (2003). Metodologi pengajaran topeng Cirebon, buku II [Teaching method of Cirebon masked dances, book II]. Bandung: P4ST UPI. Masunah, J., Milyartini, R., Yukarya, O., Karwati, U., & Hermawan, D. (2003). Angklung di Jawa Barat: Sebuah perbandingan, buku I [Angklung in West Java: A comparison]. Bandung: P4ST UPI. Masunah, J., Milyartini, R., Yukarya, O., Karwati, U., & Hermawan, D. (2003). Metodologi pengajaran angklung, buku II [Teaching method of angklung music, book II). Bandung: P4ST UPI. Masunah, J., & Narawati, T. (2003). Seni dan pendidikan seni [Arts and Arts Education]. Bandung: P4ST UPI. Masunah, J. (2001). Traditional dances in formal school education. In Burridge, S. (Ed.). World Dance Alliance 2001 Singapore (pp. 104-115). Singapore: Asia-Pacific Dance Bridge. Masunah, J. (2000). Sawitri: Penari topeng Losari [Sawitri: A masked dancer from Losari]. Yogyakarta: Tarawang. Masunah, J. (2000). Apresiasi seni dan budaya dalam pendidikan [Apreciation of arts and culture in education]. In Sindhunata (Ed.). Membuka masa depan anak-anak kita: Mencari kurikulum pendidikan abad XX1 [Opening for the future of our children: Looking for the curriculum of education in twenty-first century] (pp. 199 - 213). Jogyakarta: Kanisius. FIELDS OF STUDY Major Field: Art Education vii TABLE OF CONTENTS Page Abstract............................................................................................................................... ii Dedication.......................................................................................................................... iii Acknowledgements............................................................................................................ iv Vita..................................................................................................................................... vi Chapters: 1. Introduction.................................................................................................................1 Background of the Study ...................................................................................2 Statement of the Problem...................................................................................6 Research Questions............................................................................................8 Definition of Terms............................................................................................9 Methodology....................................................................................................13 Data Collection .......................................................................................13 Data Analysis and Interpretation ............................................................15 Significance of the Study.................................................................................16 Limitations of the study ...................................................................................17 Organization of the Dissertation ......................................................................17 2. Literature Review......................................................................................................19 Section 1. Multicultural Education in the United States..................................20 Theoretical Framework...........................................................................21 Definition of Multicultural Education ....................................................23 Goals of Multicultural Education............................................................26 Improving Human/Race Relations ................................................27 Understanding Oneself and Others ...............................................28 Strengthening Democratic Values and Beliefs..............................29 Developing Critical Thinking........................................................29 Achieving Academic Success .......................................................30 Reconstructing Society..................................................................31 Diversity of Group Orientations .............................................................32 Ethnicity ........................................................................................32 Race...............................................................................................34 Class ..............................................................................................35 Gender ...........................................................................................35
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