ABSTRACT
This chapter suggests a reading that moves between observations in class settings, evolving reflections, and developing conceptual and methodological approaches to dance technique and education. Both scholars are practitioners and participant observers of the practice they are researching. They not only ground their analysis in profound knowledge of the field, but also reflect on how they became dancers and learned to practice their specific forms of dancing. Dance technique is a site for reflection—on the practice itself, the modes of learning, and appropriating for personal revelations and contestations. Dancers attuned to one form of ballet or gaga technique will easily be able to connect to such a perspective once confronted with a very different teaching style. For researching dance and dance education, this means that it is crucial to take complex pedagogical constellations and their social organization into account.
