Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Issues and Challenges around the fostering of a productive respectful community ethos within an integrated/inclusive class context

      Cheesman, Sue
      Thumbnail
      Files
      80-327-1-PB(1).pdf
      Published version, 357.4Kb
      DOI
       10.15663%2Fdra.v5i1.80
      Link
       dra.ac.nz
      Find in your library  
      Citation
      Export citation
      Cheesman, S. (2017). Issues and Challenges around the fostering of a productive respectful community ethos within an integrated/inclusive class context. Dance Research Aotearoa, 5, 99–112. https://doi.org/10.15663%2Fdra.v5i1.80
      Permanent Research Commons link: https://hdl.handle.net/10289/11602
      Abstract
      In teaching and facilitating dance in integrated community contexts, building a community among participants seems critically important. In this context, how are the differing needs of a class managed in order to foster a respectful productive learning environment? How is a sense of agency cultivated? What pedagogical issues arise in such a context? In this article, I attempt to interrogate these questions, recognising strategies, identifying and unpacking some of the negotiations, issues and challenges. My approach draws on the work of Chappell (2011), Kuppers (2007, 2014), Shapiro (1998) and Zitomer (2013). Theorising my personal practice from a dance teacher’s ‘self-narrative’ point of view, interwoven with other viewpoints from dance and educational research, it can be argued that much is to be gained from reflection that empowers teachers and learners in integrated community contexts.
      Date
      2017
      Type
      Journal Article
      Publisher
      Wilf Malcolm Institute of Educational Research, the University of Waikato
      Rights
      This work is licensed under a Creative Commons Attribution 3.0 License.
      Collections
      • Education Papers [1413]
      Show full item record  

      Usage

      Downloads, last 12 months
      102
       
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement