ABSTRACT

Dance has the power to change the lives of young people. It is a force in shaping identity, affirming culture and exploring heritage in an increasingly borderless world.  Creative and empowering pedagogies are driving curriculum development worldwide where the movement of peoples and cultures generates new challenges and possibilities for dance education in multiple contexts. In Dance Education around the World: Perspectives on Dance, Young People and Change, writers across the globe come together to reflect, comment on and share their expertise and experiences. The settings are drawn from a spectrum of countries with contributions from Europe, the Americas, the Middle East, Asia, the Pacific and Africa giving insights and fresh perspectives into contrasting ideas, philosophies and approaches to dance education from Egypt to Ghana, Brazil to Finland, Jamaica to the Netherlands, the UK, USA, Australia, New Zealand and more.

This volume offers chapters and narratives on:

  • Curriculum developments worldwide
  • Empowering communities through dance
  • Embodiment and creativity in dance teaching
  • Exploring and assessing learning in dance as artistic practice
  • Imagined futures for dance education

Reflection, evaluation, analysis and documentation are key to the evolving ecology of dance education and research involving individuals, communities and nations. Dance Education around the World: Perspectives on Dance, Young People and Change provides a great resource for dance educators, practitioners and researchers, and pushes for the furtherance of dance education around the world.

Charlotte Svendler Nielsen is Assistant professor and head of educational studies at the Department of Nutrition, Exercise and Sports, research group Body, Learning and Identity, University of Copenhagen, Denmark. 

Stephanie Burridge lectures at Lasalle College of the Arts and Singapore Management University, and is the series editor for Routledge Celebrating Dance in Asia and the Pacific.

part I|44 pages

Curriculum developments worldwide

chapter 1|8 pages

Applied Dance Curriculum

A global perspective

chapter 2|11 pages

An Australian Dance Curriculum for Social Justice

Potentials and possibilities

chapter 3|10 pages

Reciprocal Engagement in Dance

Empowering encounters in New Zealand early childhood settings

chapter 4|3 pages

From Concept to Classroom

Challenges facing the implementation of the dance curriculum in the Western Cape of South Africa

chapter 5|4 pages

Dance in the New Zealand Classroom

Making connections

part II|32 pages

Empowering communities through dance

chapter 8|9 pages

Dancing beyond the Post-Trauma Paradigm

Community projects in the Occupied Palestinian Territories

chapter 10|4 pages

Traditional Dance in Ghanaian Schools

Maintaining national identity through the involvement of youth and children

chapter 11|5 pages

Negotiating Multiple Spheres of Identity

A Filipino dance community in Toronto, Canada

part III|28 pages

Embodiment and creativity in dance teaching

chapter 12|9 pages

Dance as Embodied Dialogue

Insights from a school project in Finland

chapter 14|4 pages

Dialogue and ‘Pedagogical Love’

Atmosphere and reflexivity in dance

chapter 15|3 pages

Teaching for Better Lives

The philosophy of a Jamaican dance teacher

part IV|34 pages

Exploring and assessing learning in dance as artistic practice

part V|38 pages

Imagined futures for dance education

chapter 22|8 pages

Dance Education

Embodied knowing in the digitalised world

chapter 23|12 pages

Partnerships for Creativity

Expanding teaching possibilities

chapter 24|7 pages

Stepping Back to Step Forward

Reflections on future directions for dance education

chapter 25|5 pages

Twinning

An intercultural approach to dance education

chapter 26|4 pages

The Post Natyam Collective

Building a grassroots artistic community online