ABSTRACT
In 1957 when Australian dance educator and poet Coralie Hinkley left Australia on a Fulbright Scholarship to study dance in New York, she could never have imagined the profound effect that this experience was to have on her future understandings and visions of dance within education (Hinkley, 1980). Similarly, when Johanna Exiner learned of Laban’s approach to movement education and left Australia in 1961 to study at the Laban Institute in London, she possessed a limited knowledge of how significant Laban’s work would become to her developing definitions of the dance experience for the child (Wilder, 1997).
