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.

      Standing strong: Pedagogical approaches to affirming identity in dance

      Barbour, Karen
      Thumbnail
      Files
      Standing strong.pdf
      120.6Kb
      Link
       www.ausdance.org.au
      Citation
      Export citation
      Barbour, K. (2008). Standing strong: Pedagogical approaches to affirming identity in dance. In C. Stock(Ed.), Proceedings of the World Dance Alliance Global Summit, Brisbane, Australia, 13-18 July 2008. Australia: Australian Dance Council-Ausdance Inc and Queensland University of Technology, Faculty of Creative Industries.
      Permanent Research Commons link: https://hdl.handle.net/10289/3904
      Abstract
      In this paper, I reflect on research undertaken with third year University students in dance. To contextualise my research, I begin by providing a brief introduction to my specific approach to feminist and phenomenological research in dance, outlining an epistemological strategy of embodied ways of knowing. Discussion of narrative methodologies follows, leading into an autoethnographic narrative based on the research with students. Rich material drawn from students’ assessments, my class plans and teacher’s recollections are woven together in the form of an autoethnographic narrative. This narrative allows me to feature the students as characters and to highlight their specific experiences of masculinity and femininity, cultural difference and embodiment within their varied dance knowledges. Reflecting through and on the narrative, I derive key pedagogical approaches from my own teaching and learning experiences. I conclude by suggesting that pedagogical approaches involving embodied ways of knowing may potentially support students to affirm their identity through dance.
      Date
      2008
      Type
      Conference Contribution
      Publisher
      Australian Dance Council-Ausdance Inc and Queensland University of Technology, Faculty of Creative Industries
      Rights
      This article has been published in Proceedings of the World Dance Alliance Global Summit, Brisbane, Australia, 13-18 July 2008. © 2008 K. Barbour.
      Collections
      • Education Papers [1408]
      Show full item record  

      Usage

      Downloads, last 12 months
      70
       
       

      Usage Statistics

      For this itemFor all of Research Commons

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