Dancing from Policy to Pedagogy in China: Transgressions, Surveillance and Resistance from Students, Teachers and Institutional Leaders

Autor/inn/en	Rowe, Nicholas; Xiong, Xi; Tuomeiciren, Heyang
Titel	Dancing from Policy to Pedagogy in China: Transgressions, Surveillance and Resistance from Students, Teachers and Institutional Leaders
Quelle	In: Policy Futures in Education, 18 (2020) 8, S.995-1010 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rowe, Nicholas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210320907802
Schlagwörter	Educational Policy; Teaching Methods; Dance Education; College Faculty; Educational Change; Teacher Attitudes; Authoritarianism; Comparative Analysis; Educational Philosophy; Educational Environment; Discourse Analysis; Teacher Student Relationship; Peer Relationship; Foreign Countries; Teacher Administrator Relationship; China + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Dance; Education; Tanzerziehung; Fakultät; Bildungsreform; Lehrerverhalten; Autoritarismus; Bildungsphilosophie; Erziehungsphilosophie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Ausland
Abstract	This article investigates the challenges that tertiary educators face when seeking to implement education-policy reforms in China. Our qualitative study presents the narratives of tertiary dance educators from eight universities who have actively sought to shift their pedagogical practices as acts of transgression. Their stories reveal the ways that teachers experience pressure to perpetuate authoritarian teaching practices, from their students, from other teachers, and from their institutional leaders. Viewing this learning culture through a Foucauldian lens, we critically question how an authoritarian discourse pervades the tertiary dance education system. Through this, we identify how surveillance and a continual sense of comparison (between students, teachers and institutions), sustains authoritarian pedagogies and inhibits individual teachers' approaches to educational reform. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01