This chapter considers how dance can foster quality of life at schools. Writing
together for the first time, we discuss dance as embodied learning, a topic we have both explored in previous research, and introduce Martha Nussbaum and Amartya Sen’s (1993) philosophical framework for assessing quality of life into dance education research. We propose that this theoretical model – the Capability Approach (CA) – adds holistic substance to the often-claimed educational value of dance, and enhances understanding of conditions related to dance and quality of life (Nussbaum, 2011).
Our paths crossed first in the context of Dance and the Child International (daCi),
an international organization aimed at providing access to dance for children and
young people, and for dance educators and researchers from across the globe to
exchange ideas and knowledge. During triannual daCi conferences, we have
attended and presented in many of the same sessions, exchanging reflections on the significance of cultural contexts, cultural differences, the meaning of language within dance education practice and research, and on our Nordic connection. At the 2009 conference in Jamaica we made a decision to exchange data and together apply for research funding. After several attempts, we now have a formal possibility to collaborate, thanks to a research project titled “Art as Public Service: Strategic Steps towards Equality” (ArtsEqual, project number 293199), funded by the Strategic Research Council of Finland. ArtsEqual focuses on inclusion, participation, equality, and student well-being at schools – all quality of life indicators – through the lens of arts education.