ABSTRACT
Emphasis on what students should learn led to the development of the first USA voluntary National Standards in all subject areas, including dance, during the mid-1990s. Even dance educators are now being required to provide quantifiable data as evidence for whether their students have met given standards. This chapter contributes to continued problematising of solutions and exploring the ethical issues underlying practice in dance education. It was affirming to realise that not only can dance education deliver many of the skills that corporate and business leaders want but, in fact, these skills are inherently part of dance. There was a difference in language, but dance educators have always needed to communicate across boundaries. Dance teachers could note student responses to dances of others, including resistance, as a point of information rather than as a judgement indicating a student has failed.
