TY - CHAP

T1 - Let's move

T2 - Embodiment, leadership, and dance in education

AU - Winther, Helle

N1 - CURIS 2020 NEXS 176

PY - 2020

Y1 - 2020

N2 - Everyone can dance. Children have rhythm in their bodies and people have danced since the beginning of time. Dance can be seen as an ever-changing, inclusive, creative, and pleasant phenomenon. Nevertheless, research shows that it can be challenging for young people to develop the embodied practical, pedagogical, and personal leadership skills they will need as teachers. This applies especially to the Nordic countries. Here dance is both an integrated part of physical education (PE) studies at universities and included in the national curricula for elementary schools and high schools. So even if all schools in the Nordic countries must ensure dance teaching, many teachers lack tools for being able to open up this world to children and young people.This chapter discusses the ways in which realistic, empowering, and challenging courses may advance university students’ dance skills, pedagogic thoughtfulness, and embodied leadership with regard to their roles as future physical education teachers. The teaching methods and the educational work with university students’ embodied leadership may inspire other educational fields and give possible answers to wider educational issues.

AB - Everyone can dance. Children have rhythm in their bodies and people have danced since the beginning of time. Dance can be seen as an ever-changing, inclusive, creative, and pleasant phenomenon. Nevertheless, research shows that it can be challenging for young people to develop the embodied practical, pedagogical, and personal leadership skills they will need as teachers. This applies especially to the Nordic countries. Here dance is both an integrated part of physical education (PE) studies at universities and included in the national curricula for elementary schools and high schools. So even if all schools in the Nordic countries must ensure dance teaching, many teachers lack tools for being able to open up this world to children and young people.This chapter discusses the ways in which realistic, empowering, and challenging courses may advance university students’ dance skills, pedagogic thoughtfulness, and embodied leadership with regard to their roles as future physical education teachers. The teaching methods and the educational work with university students’ embodied leadership may inspire other educational fields and give possible answers to wider educational issues.

UR - https://www.amazon.com/Physical-Culture-Routledge-Research-Society/dp/036733500X

U2 - 10.4324/9780429320187

DO - 10.4324/9780429320187

M3 - Book chapter

SN - 9780367335007

T3 - Routledge Research in Sport, Culture and Society

SP - 51

EP - 67

BT - The Nordic Model and Physical Culture

A2 - Tin, Mikkel B

A2 - Telseth, Frode

A2 - Tangen, Jan Ove

A2 - Giulianotti, Richard

PB - Routledge

CY - London

ER -