ABSTRACT
Given the significance of the classroom as a site at which students engage with politics, the purpose of this chapter is to illuminate the connections between pedagogical structures and the development of students’ political identity. The chapter explores dancemaking and provides a creative lens through which to view teaching methodologies common to other disciplines, through the metaphor of rehearsal and performance. The chapter first introduces a brief history of college dance curricula and training and closes with a case study investigating feminist approaches to education that contribute to students’ political identity development. Throughout the chapter the author makes connections between dance and disciplines that exist outside of the performing arts.
