ABSTRACT
How should we teach dance history in the millennium? To grapple with that question we must recognize the challenges that current academic inquiry poses to at least three of the anchors that comprise the question itself: the very notions of what constitutes dance, history, and acts of teaching. Yet never was the cry for historical perspective more vividly voiced in contemporary culture than at this time of fact-finding commissions on why the United States went to war with Iraq in 2003. We may take this impulse and imperative from the quotidian as one kind of buttress for rethinking what it can mean to teach dance history for new waves of students in a new century. At the same time, I will offer here no universal formula for teaching dance history.
