| Popis: |
The motivation of this chapter is to add to the literature about the practice of teaching dance with a critical and somatic approach and to contribute to illuminating the reality of negotiating power in the dance classroom and the complexity of the influence of cultural values on this dynamic. This chapter reflects on the process of teaching a dance curriculum that explores identity to three different cultural groups in order to gain knowledge of best practices for nurturing somatic authority and providing meaningful choice opportunities while developing dance skills. |
