Abstract
Abstract This dance ethnography highlights the work of the Dambe Project (DP), a non-profit organization based in Tucson, Arizona that specializes in West African dance education. The study demonstrates Guinea dance to be a provider of transformative knowledge, and analyses how the pedagogy and final performance provided high school students the opportunity for constructing (post)colonial and self-knowledge that enriches their lives both culturally and spiritually. This research strives to provide a West African understanding of dance that informs teaching philosophies, as well as what Karen Clemente (2008) calls ‘the spiritual realm and potential of our pedagogies’.
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