Hostname: page-component-77c89778f8-gq7q9 Total loading time: 0 Render date: 2024-07-16T15:11:30.505Z Has data issue: false hasContentIssue false
  • English
  • Français

Searching for Dialogue in Dance Education: A Teacher's Story

Published online by Cambridge University Press:  02 April 2012

Eeva Anttila
Get access Rights & Permissions [Opens in a new window]

Extract

In this article, based on my dissertation, “A Dream Journey to the Unknown: Searching for Dialogue in Dance Education” (2003), I will describe several qualities, or themes, related to dialogue. These ideas may facilitate dialogue in dance education and bear significance for reflecting the nature of dialogical education more generally. In addition, my intent is to uncover the personal nature of my search for dialogue. Before describing the themes, I briefly outline the research process.

The process began in 1997 when I was invited to take part in an art education project that was situated in an elementary school in Helsinki, Finland. I was aware that I was about to turn back to something that I thought I had already left behind. I had recently completed another study concerning my own dance teaching practice (1996). I had joined the so-called teacher research movement with a desire to understand the dynamics of the teaching and learning situation in the context of dance from an experiential point of view.

Type
Articles
Information
Dance Research Journal , Volume 39 , Issue 2 , Winter 2007 , pp. 43 - 57
Copyright
Copyright © Congress on Research in Dance 2007

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Works Cited

Anttila, Eeva. 1996. “Dance Education in Theory and Practice.” Licentiate's Thesis, University of Helsinki.Google Scholar
Anttila, Eeva. 2003. A Dream Journey to the Unknown: Searching for Dialogue in Dance Education. Acta Scenica 14. Helsinki: Theatre Academy.Google Scholar
Buber, Martin. 1937/1970. I and Thou. Translated by Kaufman, W.. Edinburgh: T. and T. Clark.Google Scholar
Buber, Martin. 1947. Between Man and Man. Trans. Smith, R. G.. London: Kegan Paul.Google Scholar
Burdell, Patricia, and Swadener, Beth B.. 1999. “Critical Personal Narrative and Autoethnography in Education: Reflections on a Genre.” Educational Researcher (August–September): 21–26.Google Scholar
Cochran-Smith, Marilyn, and Lytle, Susan L.. 1999. “The Teacher Research Movement: A Decade Later.” Educational Researcher (October): 15–25.CrossRefGoogle Scholar
Corsaro, William A. 1997. The Sociology of Childhood. Thousand Oaks, CA: Pine Forge Press.Google Scholar
Damasio, Antonio. 1994. Descartes' Error: Emotion, Reason, and the Human Brain. New York: Putnam.Google Scholar
Damasio, Antonio. 1999. The Feeling of What Happens: Body and Emotion in the Making of Consciousness. New York: Harcourt Brace.Google Scholar
Ellis, Carolyn, and Bochner, Arthur P.. 2000. “Autoethnography, Personal Narrative, Reflexivity: Researcher as Subject.” In The Handbook of Qualitative Research, edited by Denzin, Norman K. and Lincoln, Yvonna, 733–68. Thousand Oaks, CA: Sage Publications.Google Scholar
Fraleigh, Sondra. 2000. “Consciousness Matters.” Dance Research Journal 32 (1): 54–62.CrossRefGoogle Scholar
Freire, Paulo. 1972. Pedagogy of the Oppressed. Translated by Ramos, M. B.. Harmondsworth: Penguin Education.Google Scholar
Freire, Paulo. 1996. Pedagogy of Hope: Reliving Pedagogy of the Oppressed. Translated by Barr, R. R.. New York: Continuum.Google Scholar
Freire, Paulo. 1998a. Pedagogy of Freedom: Ethics, Democracy and Civic Courage. Translated by Clarke, P.. Lanham, MD: Rowman and Littlefield.Google Scholar
Freire, Paulo. 1998b. Pedagogy of the Heart. Translated by Macedo, D. and Oliveira, A.. New York: Continuum.Google Scholar
Green, Jill. 2001. “Socially Constructed Bodies in American Dance Classrooms.” Research in Dance Education 2 (2): 155–73.CrossRefGoogle Scholar
Greene, Maxine. 1995. Releasing the Imagination: Essays on Education, the Arts, and Social Change. San Francisco: Jossey-Bass.Google Scholar
Holmes, Robyn M. 1998. Fieldwork with Children. Thousand Oaks, CA: Sage.Google Scholar
Huizinga, Johan. 1938/1984. Leikkivä Ihminen: Yritys Kulttuurin Leikkiaineksen Määrittelemiseksi [Homo Ludens. Versuch einer Bestimmung des Spielelements der Kultur]. Translated by Salomaa, S.Juva: WSOY.Google Scholar
Lather, Patti. 1992. “Critical Frames in Educational Research: Feminist and Post-structural Perspectives.” Theory into Practice 31 (2): 87–99.CrossRefGoogle Scholar
Lindqvist, Gunilla. 2001. “The Relationship between Dance and Play.” Research in Dance Education 2 (1): 41–52.CrossRefGoogle Scholar
Moustakas, Clark. 1990. Heuristic Research: Design, Methodology, and Applications. Newbury Park, CA: Sage.CrossRefGoogle Scholar
Richardson, Virginia. 1994. “Conducting Research on Practice.” Educational Researcher 23 (5): 5–10.CrossRefGoogle Scholar
Schön, David A. 1983. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.Google Scholar
Schön, David A. 1987. Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Profession. San Francisco: Jossey-Bass.Google Scholar
Shapiro, Sherry. 1999. Pedagogy and the Politics of the Body: A Critical Praxis. New York: Garland.Google Scholar
Stinson, Susan W. 1997. “A Question of Fun: Adolescent Engagement in Dance Education.” Dance Research Journal 29 (2): 49–69.CrossRefGoogle Scholar
Tsangaridou, Niki, and Siedentop, Daryl. 1995. “Reflective Teaching: A Literature Review.” Quest 47: 212–37.CrossRefGoogle Scholar
Van Manen, Max. 1991. The Tact of Teaching: The Meaning of Pedagogical Thoughtfulness. Albany: State University of New York Press.Google Scholar
Van Manen, Max. 1995. “On the Epistemology of Reflective Practice.” Teachers and Teaching: Theory and Practice 1 (1): 33–50.CrossRefGoogle Scholar
Wolcott, Harry F. 1990. “On Seeking—and Rejecting—Validity in Qualitative Research.” In Qualitative Inquiry in Education: The Continuing Debate, edited by Eisner, Elliot W. and Peshkin, Alan, 121–52. New York: Teachers College Press.Google Scholar