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

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Dokumenter

Eeva Anttila, Rose Martin, Charlotte Svendler Nielsen

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.

OriginalsprogEngelsk
TidsskriftThinking Skills and Creativity
Vol/bind31
Sider (fra-til)209-216
Antal sider8
ISSN1871-1871
DOI
StatusUdgivet - 2019

Bibliografisk note

CURIS 2019 NEXS 014

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