Asian American Perspectives: From Microaggressions to Microprogressions, How Small Choices Can Make a Big Difference in the Dance Classroom

Autor/in	Wakamatsu, Kori
Titel	Asian American Perspectives: From Microaggressions to Microprogressions, How Small Choices Can Make a Big Difference in the Dance Classroom
Quelle	In: Journal of Dance Education, 20 (2020) 3, S.121-125 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-0824
DOI	10.1080/15290824.2020.1789148
Schlagwörter	Asian Americans; Racial Bias; Dance Education; Social Justice; Race; Consciousness Raising; Teaching Methods; Ethnic Stereotypes + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Asiatischer Einwanderer; USA; Racial discrimination; Rassismus; Dance; Education; Tanzerziehung; Soziale Gerechtigkeit; Rasse; Abstammung; Bewusstseinsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; National stereotype; Nationales Stereotyp
Abstract	Microaggressions have a pervasive presence in everyday interactions in the United States (Sue et al. 2007a, 2007b). It is not enough to identify, neutralize, or even delete microaggressions; they must be eradicated through microprogressions and conscious, everyday decisions that move society closer to anti-racist ideals. The dance classroom is a fertile setting to pursue microprogressions and challenge microaggressions. The expressive use of the body through movement means that dance can distinctly address racial microaggressions. Race is a bodily manifestation. Although not biologically definable, the race construct is a true, embodied phenomenon. In this article, Kori Wakamatsu outlines microaggressions specific to Asian Americans. Through an Asian American lens, Wakamatsu simultaneously draws attention to an underrepresented demographic while inviting discourse about other minority groups and broader issues. Moving from microaggressions to microprogressions, dance educators can construct curriculum that promotes color-conscious, anti-racist, and community-driven interactions. The dance educator's commitment to intentional microprogressions empowers students with multidimensional identities, strong voices, creative capacity, and leadership skills. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01