Challenging Conceptions of Gender: UK Dance Teachers' Perceptions of Boys and Girls in the Ballet Studio

Autor/inn/en	Clegg, Helen; Owton, Helen; Allen-Collinson, Jacquelyn
Titel	Challenging Conceptions of Gender: UK Dance Teachers' Perceptions of Boys and Girls in the Ballet Studio
Quelle	In: Research in Dance Education, 19 (2018) 2, S.128-139 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allen-Collinson, Jacquelyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-7893
DOI	10.1080/14647893.2017.1391194
Schlagwörter	Foreign Countries; Dance; Dance Education; Teacher Attitudes; Studio Art; Gender Differences; Semi Structured Interviews; Females; Sex Role; Masculinity; Traditionalism; Creative Teaching; Creative Development; Intermode Differences; Femininity; Teaching Methods; Conventional Instruction; Instructional Innovation; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Tanz; Dance; Education; Tanzerziehung; Lehrerverhalten; Kunstwerkstatt; Geschlechterkonflikt; Weibliches Geschlecht; Geschlechterrolle; Männlichkeit; Traditionalismus; Creative thinking; Teaching; Kreatives Denken; Unterricht; Femaleness; Weiblichkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Großbritannien
Abstract	In the 'Western' world, dance is generally considered a feminised activity and gender traditionally tends to be drawn along binary lines. Traditional notions of idealised gendered bodies in dance are often valorised. Psychologically, girls are expected to be passive, by unquestioningly accepting the instructions of the dance teacher, whereas boys are encouraged to be challenging, energetic and daring. Dance educators have an important role in influencing such attitudes but to date have been under-researched. To understand their perceptions of boys and girls in the dance studio, 10 female dance teachers from across the UK participated in semi-structured interviews. Data were analysed using thematic analysis, from which two key themes emerged: 'Performing Masculinity' and 'Boys' Challenges to Traditional Dance Pedagaogy'. Within the ballet studio, teachers encouraged the performance of masculinity in boys and femininity in girls. However, there was some reflection by the teachers on such traditional conceptualisations of gendered physicality. Boys were perceived to challenge the traditional, authoritarian pedagogy by not conforming to behavioral expectations of docility. Whilst teachers were found to respond by changing their pedagogy, this paper calls for the use of a model of pedagogy that is gender neutral, fosters creativity and empowers all genders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01