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dc.contributor.authorCheesman, Sueen_NZ
dc.date.accessioned2018-01-16T01:41:55Z
dc.date.available2017en_NZ
dc.date.available2018-01-16T01:41:55Z
dc.date.issued2017en_NZ
dc.identifier.citationCheesman, 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.v5i1.80en
dc.identifier.urihttps://hdl.handle.net/10289/11602
dc.description.abstractIn 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.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherWilf Malcolm Institute of Educational Research, the University of Waikatoen_NZ
dc.relation.urihttp://dra.ac.nz/DRA/article/view/80en_NZ
dc.rightsThis work is licensed under a Creative Commons Attribution 3.0 License.
dc.titleIssues and Challenges around the fostering of a productive respectful community ethos within an integrated/inclusive class contexten_NZ
dc.typeJournal Article
dc.identifier.doi10.15663%2Fdra.v5i1.80
dc.relation.isPartOfDance Research Aotearoaen_NZ
pubs.begin-page99
pubs.elements-id215600
pubs.end-page112
pubs.volume5en_NZ


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