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

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.
Type
Journal Article
Type of thesis
Series
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
Date
2017
Publisher
Wilf Malcolm Institute of Educational Research, the University of Waikato
Degree
Supervisors
Rights
This work is licensed under a Creative Commons Attribution 3.0 License.