While much focus is placed on integrative dance companies, the inclusion of disability dance in public high schools may have been overlooked as an asset that could contribute to more inclusive dance practice in South Africa (Loots, 2018,2015). This paper questions how much disability dance can challenge dance education in the Western Cape Education Department, particularly in public high schools. It questions low enrolments of differently able bodies in the subject Dance Studies at a FET level, focussing on grade 10-12 Dance Studies. It draws on decolonisation theory to support inclusive pedagogical approaches in Dance Studies (Loots 2018) to analyse the Department of Basic Education’s current curriculum-strengthening process that aim to address poor learning outcomes, inadequate skills for life after school, and high dropout rates that contribute to youth unemployment. It asks: How can education specialists align themselves to ensure the inclusion of differently-abled bodies to experience the benefits of Dance Studies through a strengthened Curriculum and Assessment Policy Statement-CAPS? It will examine the effect of collaboration between special needs schools and mainstream schools teaching dance studies, youth dance companies and integrative professional companies to encourage the enrolment of differently abled bodies in Dance studies at a high school level (Samuel 2017) and propose strategies to fulfil the White paper 6 objectives via more inclusive dance practice in South Africa.
Bernice Gordon is a mother, dancer and teacher. She is a Senior Education Specialist (SES) for the subject of Dance Studies in the Western Cape Education Department. She has over 15 years of teaching experience in the public-school context. She holds a Master`s degree from the University of Cape Town (2016) and a Postgraduate Certificate in Education from UNISA (2009). As SES Bernice`s work involves developing strategies to improve teaching and learning outcomes. Expertise in curriculum development assessment and teacher training put her in the position to question educational practices In Western Cape. Her involvement as a dancer in I hit the ground running, a Baxter Theatre, in Cape Town and Scenkonst Sormland, Sweden collaboration inspired her to enrol in the master`s program at UCT. Her interest in collaborative practice continues to be the cornerstone to how she approaches teaching and learning.