Der Volkstanz als Prozess des interkulturellen Lernens: Eine explorative Studie

Dance, especially folk dance provides the opportunity to know other cultures. The present Study is based on observation of a multicultural secondary school in Bonn- Bad Godesberg. The study looks at the effect of folk dance lessons on intercultural competence. These observations lead to the central questions of whether folk dance can make a contribution to development of intercultural skills. The contact hypothesis of Allport is used as an initial hypothesis. As a theoretical background, the terms culture, intercultural education, intercultural learning and intercultural competence by Auernheimer and Nieke are explained. Likewise, the term dance and folk dance are explained. For the qualitative research, students from different countries were interviewed about international folk dancing. The interview, taken before and after the lessons, focused on the subjective perceptions with regards to aspects of self and social competence. In particular aspects of self expression, empathy, motivations and understanding of themselves and foreign cultures. The evaluation showed that before the folk dance class there was a high degree of prejudice and stereotypes existed. Little interest in foreign cultures was shown. The results were evaluated for three representative nationalities. As a result of the interviews development of intercultural competence was confirmed by the folk dance. The majority of students said that dance is good medium to learn about other cultures and overcome prejudice. The study could provide recommendations for teachers in schools and educational opportunities for multi cultural societies.