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Dancing Pedagogy: Re-Imagining the B...

Haggerson, Anne.

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Dancing Pedagogy: Re-Imagining the Body in Education.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Dancing Pedagogy: Re-Imagining the Body in Education./
Author:	Haggerson, Anne.
Description:	228 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3588701
ISBN:	9781303269738

Dancing Pedagogy: Re-Imagining the Body in Education.
Haggerson, Anne.

Dancing Pedagogy: Re-Imagining the Body in Education. - 228 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2013.

In my dissertation, I have argued that by drawing upon local, cultural dance forms, teachers transform their bodies and their pedagogical approaches to teaching and learning. This transformation can interrupt dominant educational worldviews and give value to embodied forms of knowledge construction in classrooms. I sought to discover how to interrupt the movement patterns of my teaching and transform them, investigating how dance might be a powerful source of freedom from the rigid discipline codes that govern both students' and teachers' classroom movements. To more deeply understand the disconnect between the body and knowledge construction in classrooms, I explored the theoretical underpinnings of Cartesian dualism and how the mind/body split is normalized in the Euro-American worldview. Classroom choreography, shaped by the Euro-American worldview, is demonstrated through cultural codes and prescribed movement patterns. My research explored how my engagement in local, cultural dance forms in Brazil pushed me to become more keenly aware of my own body as a reservoir of knowledge, instead of my body being piloted by robotic movement patterns. Teachers can interrupt the "proper aesthetic" by re-imagining the body in education; a body that problem solves actively, communicates while in motion, and vivaciously engages in learning. I used arts-based self-study as a research methodology and drew upon dance improvisation, dance ethnography, and collaboration with mentor teachers to bridge school and community through movement. To enrich the data collection process, I wrote poetry, sewed fabric panels, and created videos to translate both the banal and the ecstatic experiences in my day-to-day life as a dancer, artist, researcher, and teacher.

ISBN: 9781303269738Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Dancing Pedagogy: Re-Imagining the Body in Education.
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245 1 0 $a Dancing Pedagogy: Re-Imagining the Body in Education.
300 $a 228 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: Gloria J. Ladson-Billings.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2013.
520 $a In my dissertation, I have argued that by drawing upon local, cultural dance forms, teachers transform their bodies and their pedagogical approaches to teaching and learning. This transformation can interrupt dominant educational worldviews and give value to embodied forms of knowledge construction in classrooms. I sought to discover how to interrupt the movement patterns of my teaching and transform them, investigating how dance might be a powerful source of freedom from the rigid discipline codes that govern both students' and teachers' classroom movements. To more deeply understand the disconnect between the body and knowledge construction in classrooms, I explored the theoretical underpinnings of Cartesian dualism and how the mind/body split is normalized in the Euro-American worldview. Classroom choreography, shaped by the Euro-American worldview, is demonstrated through cultural codes and prescribed movement patterns. My research explored how my engagement in local, cultural dance forms in Brazil pushed me to become more keenly aware of my own body as a reservoir of knowledge, instead of my body being piloted by robotic movement patterns. Teachers can interrupt the "proper aesthetic" by re-imagining the body in education; a body that problem solves actively, communicates while in motion, and vivaciously engages in learning. I used arts-based self-study as a research methodology and drew upon dance improvisation, dance ethnography, and collaboration with mentor teachers to bridge school and community through movement. To enrich the data collection process, I wrote poetry, sewed fabric panels, and created videos to translate both the banal and the ecstatic experiences in my day-to-day life as a dancer, artist, researcher, and teacher.
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710 2 $a The University of Wisconsin - Madison. $b Curriculum and Instruction. $3 2049941
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