Performing difference in/through dance: The significance of dialogical, or third spaces in creating conditions for learning and living together
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Performing difference in/through dance : The significance of dialogical, or third spaces in creating conditions for learning and living together. / Anttila, Eeva; Martin, Rose; Svendler Nielsen, Charlotte.
I: Thinking Skills and Creativity, Bind 31, 2019, s. 209-216.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Performing difference in/through dance
T2 - The significance of dialogical, or third spaces in creating conditions for learning and living together
AU - Anttila, Eeva
AU - Martin, Rose
AU - Svendler Nielsen, Charlotte
N1 - CURIS 2019 NEXS 014
PY - 2019
Y1 - 2019
N2 - This article seeks to explore the notion of performing difference in/through dance, specifically in the context of dance education. By unraveling theories pertaining to performance, performativity, difference, and identity, and then connecting these with the notion of dialogical, or third space as a particular condition for pedagogical encounters in dance, the authors aim to illuminate the significance of performing difference for individuals and communities. The central motivating query for this research essay is: How could the notion of performing difference in the context of dance education lean on and lead towards dialogical, or third spaces as source of learning and living together? We propose that dance education that is framed this way may be deeply about democratic life within diverse and sustainable communities. Thus, we claim that dance has educational potential beyond learning dance.
AB - This article seeks to explore the notion of performing difference in/through dance, specifically in the context of dance education. By unraveling theories pertaining to performance, performativity, difference, and identity, and then connecting these with the notion of dialogical, or third space as a particular condition for pedagogical encounters in dance, the authors aim to illuminate the significance of performing difference for individuals and communities. The central motivating query for this research essay is: How could the notion of performing difference in the context of dance education lean on and lead towards dialogical, or third spaces as source of learning and living together? We propose that dance education that is framed this way may be deeply about democratic life within diverse and sustainable communities. Thus, we claim that dance has educational potential beyond learning dance.
KW - Dance
KW - Dance education
KW - Dialogue
KW - Difference
KW - Identity
KW - Performance
KW - Third space
U2 - 10.1016/j.tsc.2018.12.006
DO - 10.1016/j.tsc.2018.12.006
M3 - Journal article
AN - SCOPUS:85058571416
VL - 31
SP - 209
EP - 216
JO - Thinking Skills and Creativity
JF - Thinking Skills and Creativity
SN - 1871-1871
ER -
ID: 210835112