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Gender and Inclusion: Exploring Powe...

Edberg, Amanda,

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Gender and Inclusion: Exploring Power Structures and Social Relationships in the Dance Classroom /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Gender and Inclusion: Exploring Power Structures and Social Relationships in the Dance Classroom // Amanda Edberg.
Author:	Edberg, Amanda,
Description:	1 electronic resource (89 pages)
Notes:	Source: Masters Abstracts International, Volume: 86-12.
Contained By:	Masters Abstracts International86-12.
Subject:	Dance. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32038964
ISBN:	9798315792925

Gender and Inclusion: Exploring Power Structures and Social Relationships in the Dance Classroom /
Edberg, Amanda,

Gender and Inclusion: Exploring Power Structures and Social Relationships in the Dance Classroom /Amanda Edberg. - 1 electronic resource (89 pages)

Source: Masters Abstracts International, Volume: 86-12.

Power structures in dance classrooms impact the overall learning experience for dance students. The person in power in the dance classroom, usually the teacher, gives or takes away a student's confidence, insecurities, comfort, and sense of inclusion. In my personal experience as a dancer, I witnessed students who loved to dance quit because they felt that the dance classroom was negatively affecting their emotions and taking their enjoyment out of dancing. At a larger scale, dance classrooms in schools and studios hold existing power inequalities between teachers and students, which sometimes adds to the social and structural aspects of inclusion and exclusion in dance. These ideas motivated my research on how power and social relationships affect a student's access at an all-Hip Hop styles dance studio in the Phoenix Metropolitan area of Arizona, USA, between May and August of 2023. I used a mixed methods approach of participant observation, semi-structured interviews, and a Qualtrics survey. I supported these methods with an autoethnographic approach through my lived experiences as a dance student. Analyses of key themes found in my data, such as gender, family, and community, unpack ideas of what it means to have an accessible dance classroom. This inquiry contributes to dance education and the anthropology of dance in that it merges the two to question how to mitigate authoritarianism in dance pedagogy and how the private dance studio environment can be more inclusive to all students.

English

ISBN: 9798315792925Subjects--Topical Terms:

610547
Dance.
Subjects--Index Terms:

Dance anthropology

Gender and Inclusion: Exploring Power Structures and Social Relationships in the Dance Classroom /
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520 $a Power structures in dance classrooms impact the overall learning experience for dance students. The person in power in the dance classroom, usually the teacher, gives or takes away a student's confidence, insecurities, comfort, and sense of inclusion. In my personal experience as a dancer, I witnessed students who loved to dance quit because they felt that the dance classroom was negatively affecting their emotions and taking their enjoyment out of dancing. At a larger scale, dance classrooms in schools and studios hold existing power inequalities between teachers and students, which sometimes adds to the social and structural aspects of inclusion and exclusion in dance. These ideas motivated my research on how power and social relationships affect a student's access at an all-Hip Hop styles dance studio in the Phoenix Metropolitan area of Arizona, USA, between May and August of 2023. I used a mixed methods approach of participant observation, semi-structured interviews, and a Qualtrics survey. I supported these methods with an autoethnographic approach through my lived experiences as a dance student. Analyses of key themes found in my data, such as gender, family, and community, unpack ideas of what it means to have an accessible dance classroom. This inquiry contributes to dance education and the anthropology of dance in that it merges the two to question how to mitigate authoritarianism in dance pedagogy and how the private dance studio environment can be more inclusive to all students.
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