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Standing strong: Pedagogical approaches to affirming identity in dance

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.
Type
Conference Contribution
Type of thesis
Series
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.
Date
2008
Publisher
Australian Dance Council-Ausdance Inc and Queensland University of Technology, Faculty of Creative Industries
Degree
Supervisors
Rights
This article has been published in Proceedings of the World Dance Alliance Global Summit, Brisbane, Australia, 13-18 July 2008. © 2008 K. Barbour.