TY - JOUR

T1 - Troubling dance education from a Nordic policy perspective

T2 - A field with cross-sectoral potential?

AU - Svendler Nielsen, Charlotte

AU - Høeg Karlsen, Kristine

AU - Østern, Tone Pernille

AU - Anttila, Eeva

AU - Martin, Rosemary

PY - 2023

Y1 - 2023

N2 - This article seeks to create an overview of existing structures for dance education in the public educational systems and of cross-sectoral collaborations in the Nordic countries Denmark, Norway and Finland. A case study methodology of the field of dance education of each of the countries is used for an analysis that seeks to better understand the different kinds of structures we find in these countries. We trace ways of organising, dividing, and defining the field based on different types of documents such as policy documents, white papers, webpages, reports, research articles, and curricula. The analyses of case descriptions result in insights into which opportunities or lack of opportunities structures give for children and young people’s long-term engagement with dance as an arts educational practice, how well the systems for educating teachers seem to support dance in education, and, looking to dance education in New Zealand, there is a discussion about what might be ways forward to strengthen the field in the Nordic countries.

AB - This article seeks to create an overview of existing structures for dance education in the public educational systems and of cross-sectoral collaborations in the Nordic countries Denmark, Norway and Finland. A case study methodology of the field of dance education of each of the countries is used for an analysis that seeks to better understand the different kinds of structures we find in these countries. We trace ways of organising, dividing, and defining the field based on different types of documents such as policy documents, white papers, webpages, reports, research articles, and curricula. The analyses of case descriptions result in insights into which opportunities or lack of opportunities structures give for children and young people’s long-term engagement with dance as an arts educational practice, how well the systems for educating teachers seem to support dance in education, and, looking to dance education in New Zealand, there is a discussion about what might be ways forward to strengthen the field in the Nordic countries.

U2 - 10.5324/DA.V9I1.5069

DO - 10.5324/DA.V9I1.5069

M3 - Journal article

VL - 9

SP - 11

EP - 30

JO - Dance Articulated

JF - Dance Articulated

SN - 2703-8327

IS - 1

ER -