Overview

This book brings together a range of critical perspectives on dance education in contemporary contexts, positioning it as an expanding field deeply entangled with broader transformations in the arts and education. It reflects a paradigm shift toward critical and inclusive educational practices, and highlights ongoing efforts to open, stretch, challenge, and question established - and often exclusive - structures and pedagogies within dance education. The book emerges from the critical explorations that have shaped the editors' and authors' trajectories through the dance and dance education fields. The contributors are affiliated with institutions in and/or have backgrounds from Sweden, Uganda, Norway, the United States, Brazil, Finland, Iran, South Africa, Jamaica, and New Zealand, and each chapter draws from their ongoing work in glocalized, contemporary dance education contexts. The book is intended for dance teachers, researchers, and students in tertiary-level dance and arts education, as well as for the broader community engaged in critical arts pedagogies. The idea for the book was sparked by the critical transformation of dance education underway at Stockholm University of the Arts (Sweden) and Makerere University (Uganda). While the editors have known each other for many years, their collaboration deepened through the international online conference Decolonizing Tertiary Dance Education: Time to Act, hosted by the two institutions on April 7-8, 2022. Although this is not a conference proceedings volume, the energy generated through that gathering helped inspire and shape the project. The book explores dance education as an artistic, practice-based, exploratory, and innovative field - one that creates the acquisition of knowledge and skills in a rapidly changing world. It responds to and reflects the ongoing paradigm shifts toward decolonization, anti-ableism, and inclusive pedagogical practices. The chapters offer insights that contribute to critical discussions and actions promoting diversity, equity, justice, and inclusion in dance research, education, and pedagogy. Comprising fourteen peer-reviewed chapters written by 23 authors in various constellations, along with an Editorial and an Editorial Closure co-authored by the three editors, the book is organized into four thematic sections-each with intentionally porous boundaries: Decolonial and Norm-Critical Perspectives on Dance Education; Tertiary Dance Education Transformations; Space-Making for Indigeneity in Dance Education; Critical and Creative Dance Pedagogical Practices. The result is a multi-contextual, multi-sited collection that embodies the value of celebrating difference. The publication amplifies voices and practices from diverse cultures, geographies, identities, and bodies, contributing to a richer and more inclusive vision of dance education and pedagogy.

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9789176352878

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Author Information

Tone Pernille Østern has a Dr. of Arts in Dance focused on dance and disability from the Theatre Academy at the University of the Arts Helsinki. The doctoral project was practice-led and included the foundation and development of working methods of the Dance Laboratory in Trondheim, Norway. She is now Professor of Arts Education with a focus on Dance at the Department for Teacher Education at NTNU Norwegian University of Science and Technology, and Visiting Professor of Dance Education in Contemporary Contexts at Stockholm University of the Arts. She is Editor-in-Chief of the peer-reviewed journal Dance Articulated. ORCID: https: //orcid.org/0000-0002-4361-3929 Alfdaniels Mabingo (PhD) is a dance scholar, thinker, and performer raised in Mbuukiro on the shores of Lake Victoria, central Uganda. He is a Lecturer and Chair of the Department of Performing Arts and Film at Makerere University. Mabingo has taught dances in diverse contexts in the U.S., Australia, China, South Sudan, Germany, Jamaica, and New Zealand. His research engages dance education, decolonisation, indigenisation, new African arts economies, and African philosophies. Mabingo's latest book publication is Ubuntu as Dance Pedagogy. Mabingo is co-editor of the book Dance Education and Pedagogies in Contemporary Contexts: Danspedagogik och dansdidaktik i samtida kontexter. ORCID: https: //orcid.org/0000-0002-8255-7819 Ami Skånberg, PhD in Dance from the University of Roehampton, is a performer, teacher, and artistic researcher. Her research interests are practice-led and concern Japanese dance, screendance, gender codified movement practice, non-hierarchical treatment of global dance techniques, and auto-ethnographic accounts from within the practice. She makes performances and films and research out of embodied life stories and spaces that carry narratives. Some of her films are released and distributed by Njutafilms. She is the current Head of M.A.D.E. - Master Dance Education at the Stockholm University of the Arts, and also works at the University of Gothenburg. She is the vice chair of NOFOD (Nordic Forum for Dance) and an international advisory committee member of Dance on Camera (the world's longest-running dance film festival). www.bloggenomdans.com; www.studiobuji.com; ORCID: https: //orcid.org/0000-0001-5388-9809

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