Performing difference in/through dance: The significance of dialogical, or third spaces in creating conditions for learning and living together

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningfagfællebedømt

Standard

Performing difference in/through dance : The significance of dialogical, or third spaces in creating conditions for learning and living together. / Anttila, Eeva; Martin, Rose; Svendler Nielsen, Charlotte.

I: Thinking Skills and Creativity, Bind 31, 2019, s. 209-216.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningfagfællebedømt

Harvard

Anttila, E, Martin, R & Svendler Nielsen, C 2019, 'Performing difference in/through dance: The significance of dialogical, or third spaces in creating conditions for learning and living together' Thinking Skills and Creativity, bind 31, s. 209-216. https://doi.org/10.1016/j.tsc.2018.12.006

APA

Anttila, E., Martin, R., & Svendler Nielsen, C. (2019). Performing difference in/through dance: The significance of dialogical, or third spaces in creating conditions for learning and living together. Thinking Skills and Creativity, 31, 209-216. https://doi.org/10.1016/j.tsc.2018.12.006

Vancouver

Anttila E, Martin R, Svendler Nielsen C. Performing difference in/through dance: The significance of dialogical, or third spaces in creating conditions for learning and living together. Thinking Skills and Creativity. 2019;31:209-216. https://doi.org/10.1016/j.tsc.2018.12.006

Author

Anttila, Eeva ; Martin, Rose ; Svendler Nielsen, Charlotte. / Performing difference in/through dance : The significance of dialogical, or third spaces in creating conditions for learning and living together. I: Thinking Skills and Creativity. 2019 ; Bind 31. s. 209-216.

Bibtex

@article{aa298ada94df42dbb128a1550339126e,
title = "Performing difference in/through dance: The significance of dialogical, or third spaces in creating conditions for learning and living together",
abstract = "This article seeks to explore the notion of performing difference in/through dance, specifically in the context of dance education. By unraveling theories pertaining to performance, performativity, difference, and identity, and then connecting these with the notion of dialogical, or third space as a particular condition for pedagogical encounters in dance, the authors aim to illuminate the significance of performing difference for individuals and communities. The central motivating query for this research essay is: How could the notion of performing difference in the context of dance education lean on and lead towards dialogical, or third spaces as source of learning and living together? We propose that dance education that is framed this way may be deeply about democratic life within diverse and sustainable communities. Thus, we claim that dance has educational potential beyond learning dance.",
keywords = "Dance, Dance education, Dialogue, Difference, Identity, Performance, Third space",
author = "Eeva Anttila and Rose Martin and {Svendler Nielsen}, Charlotte",
note = "CURIS 2019 NEXS 014",
year = "2019",
doi = "10.1016/j.tsc.2018.12.006",
language = "English",
volume = "31",
pages = "209--216",
journal = "Thinking Skills and Creativity",
issn = "1871-1871",
publisher = "Elsevier",

}

RIS

TY - JOUR

T1 - Performing difference in/through dance

T2 - The significance of dialogical, or third spaces in creating conditions for learning and living together

AU - Anttila, Eeva

AU - Martin, Rose

AU - Svendler Nielsen, Charlotte

N1 - CURIS 2019 NEXS 014

PY - 2019

Y1 - 2019

N2 - This article seeks to explore the notion of performing difference in/through dance, specifically in the context of dance education. By unraveling theories pertaining to performance, performativity, difference, and identity, and then connecting these with the notion of dialogical, or third space as a particular condition for pedagogical encounters in dance, the authors aim to illuminate the significance of performing difference for individuals and communities. The central motivating query for this research essay is: How could the notion of performing difference in the context of dance education lean on and lead towards dialogical, or third spaces as source of learning and living together? We propose that dance education that is framed this way may be deeply about democratic life within diverse and sustainable communities. Thus, we claim that dance has educational potential beyond learning dance.

AB - This article seeks to explore the notion of performing difference in/through dance, specifically in the context of dance education. By unraveling theories pertaining to performance, performativity, difference, and identity, and then connecting these with the notion of dialogical, or third space as a particular condition for pedagogical encounters in dance, the authors aim to illuminate the significance of performing difference for individuals and communities. The central motivating query for this research essay is: How could the notion of performing difference in the context of dance education lean on and lead towards dialogical, or third spaces as source of learning and living together? We propose that dance education that is framed this way may be deeply about democratic life within diverse and sustainable communities. Thus, we claim that dance has educational potential beyond learning dance.

KW - Dance

KW - Dance education

KW - Dialogue

KW - Difference

KW - Identity

KW - Performance

KW - Third space

U2 - 10.1016/j.tsc.2018.12.006

DO - 10.1016/j.tsc.2018.12.006

M3 - Journal article

VL - 31

SP - 209

EP - 216

JO - Thinking Skills and Creativity

JF - Thinking Skills and Creativity

SN - 1871-1871

ER -

ID: 210835112