ABSTRACT
In the current UK political educational climate, dominated by the drive for core skills and subjects, with a diminishing arts education offer, we find ourselves searching afresh for evidence and rationales for the dance discipline within education. We not only have rationales at our fingertips (e.g. National Dance Teachers Association, 2004; Eisner, 2004; Abbs, 2003), but also evidence from recent empirical research. These investigations demonstrate the empowering capacity of dance education pedagogies and young people's creative learning shifts and personal journeys of becoming that can ensue (Chappell et al., 2011).
