Towards a Socially Just Dance Curriculum Entitlement

Autor/in	Meiners, Jeff
Titel	Towards a Socially Just Dance Curriculum Entitlement
Quelle	In: Australian Educational Researcher, 48 (2021) 5, S.837-856 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meiners, Jeff)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-021-00487-z
Schlagwörter	Social Justice; Critical Theory; Culturally Relevant Education; Curriculum Implementation; National Curriculum; Student Diversity; Indigenous Populations; Youth; Dance Education; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Kritische Theorie; Sinti und Roma; Jugend; Jugendlicher; Jugendalter; Dance; Education; Tanzerziehung; Ausland; Australien
Abstract	The paper begins by drawing upon research to understand the genealogical position of dance within the school curriculum as a new 'entitlement' for all young Australians. Whilst dance is included within the Australian curriculum it has been historically marginalised as a 'soft' subject within curriculum hierarchy. This low position in the curriculum order has been questioned, with assertions that dance requires a high level of embodied intelligence not usually recognised by education systems. Ball's (1993) analytic framework for policy-making has been utilised to explore the context of influence through a genealogy of the dance curriculum; the context of policy text production through the process of writing about Dance for the Arts Shape paper in the Australian Curriculum; and the context of policy practice through a case study of pre-service teachers' lived experiences of dance in school. The findings revealed a series of complex factors which have impacted upon the implementation and practice of dance in schools including the relationship between teacher control, disciplinary power and student agency; the impact of dance competitions and their influence on the perceptions of dance; the interests of diverse faiths and cultures as well as the potential of dance to support growing interest in Aboriginal and Torres Strait Islander histories and culture; and the twenty-first century proliferation of dance on screen via new technologies and access to highly sexualised performance are discussed. These factors prompt the need for critical approaches towards developing a more accessible and socially just dance curriculum that is culturally responsive and meaningful for diverse learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01