Emancipatory Pedagogy?: Women’s Bodies and the Creative Process in Dance

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jill I. Green, Professor and Director of Graduate Studies (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Recently, I have found myself grappling with the theoretical concept of power relationships in the classroom. Coming from a Foucauldian viewpoint, and looking through a feminist lens, I have been looking for methods to deconstruct traditional ways that dance is taught in a university setting. Further, as a somatic educator, I am particularly aware of and sensitive to how dancer’s bodies can be abused, manipulated, and taught to perform in ways that are destructive and harmful to student dancers. I wish to find less oppressive and more bodily conscious ways to teach dance. This is why I chose to conduct a study, which investigated the bodily perceptions of undergraduate dance students in dance, and how their previous experiences in dance education have influenced how they look at and treat their bodies.

Additional Information

Language: English
Date: 2000
power relationships, dance, somatic, bodily perceptions, study

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