Dancing with race: a multiple case study on the use of critical dance pedagogy in dance making

ABSTRACT

This qualitative, multiple case study examines high-school and college-student experiences in a critical pedagogy choreographic process focused on race. Whiteness studies are illuminated throughout, as this scholarship correlates directly with the findings of denial and resistance that emerged when students were required to investigate race-based systems of oppression in our society. Also revealed is the value of embodied dialogues in the educational experience. Herein I describe, examine, and reflect upon the use of critical inquiry in dance classes. As students explore their embodied knowledge and abilities in non-verbal communication, a framework is presented for kinaesthetic learners to soar. The described embodied learning experiences proved impactful for over 90% of participants. This research can be used as a model for educators who wish to enter into difficult dialogues with students in dance and other disciplines.

KEYWORDS:

• Dance
• choreographic process
• critical pedagogy

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. Herein the term critical dance pedagogy is the application of critical pedagogy to dance practices.

2. Herein I used the term embodied to mean the full body expression of an idea or understanding.

3. Resources to support examinations of hetero-normativity: Dan Goodley, ‘Dis/Entangling Critical Disability Studies,’ In Culture – Theory – Disability: Encounters between Disability Studies and Cultural Studies.

4. I pulled ‘multiple truths’ from an Urban Bush Woman workshop I participated in, in 2016. The term was presented as a ‘ground rule’ to guide dialogues. Acknowledging that one person’s lived experience does not negate another, even if they are not the same.

5. In considering the social structures and inequity of power in a classroom, it becomes apparent that a sole teacher cannot ensure the holistic safety of a student’s experience in class. One person cannot control all others in the space, nor how some might experience or internalise experiences. One cannot ensure safety in an emotional or holistic sense. Students voiced appreciation for this acknowledgement. For further information on this topic, please see: Safe Spaces, Brave Spaces: Diversity and Free Expression in Education, by John Palfry.