Children's Dance-Making: An Autoethnographic Path towards Transformative Critical Pedagogy

Autor/in	Bucek, Loren Elizabeth
Titel	Children's Dance-Making: An Autoethnographic Path towards Transformative Critical Pedagogy
Quelle	(2013), (208 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Ohio State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-1021-6
Schlagwörter	Hochschulschrift; Dissertation; Dance; Critical Theory; Teaching Methods; Play; Ethnography; Transformative Learning; Urban Schools; Elementary School Students; Longitudinal Studies; Reflective Teaching; Dance Education; Sensory Experience; Educational Change; Educational Policy + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Tanz; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Spiel; Ethnografie; Pädagogische Transformation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Dance; Education; Tanzerziehung; Sinnerfahrung; Bildungsreform; Politics of education; Bildungspolitik
Abstract	My dissertation, a self-reflective autoethnography, examines, analyzes, and interprets children's dances created by seventeen nine-11 year olds attending a Midwestern, urban elementary school. The significance of this longitudinal study is in the offering of a fresh perspective on children's dance-making as a mode of embodied understanding and as a process for personal transformation in life. As a reflective practitioner, I observe and write data reflexively using dance narratives. I describe instances where child dance-makers construct personally relevant meanings that embody personal transformations not dependent solely on outside events or codified dance portraitures. Children negotiate inner experience with multifaceted sensory-play, feelings, ideas, themes, images, and structures through personally relevant dances that are created and interpreted within particular learning communities. This transformative act is at the center of why and how each dance made is an embodied act of knowledge-making and a result of preparation that is cultivated and defended privately by each person. It calls for pedagogical change in elementary school dance education practice to insure that spaces for this multimodal educational endeavor are embedded into educational policy, curriculum, and instructional practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01