In teaching and facilitating dance in community and educational contexts, in what way does being “able bodied” while working with disabled/non-disabled participants/students require sensitivity and negotiation? What status issues arise in such a pedagogical context? This presentation seeks to identify and unpack some of the negotiations, issues and challenges this problematic engenders from a dance teacher’s ‘self-narrative’ point of view. To have a meaningful and respectful dialogue while marking multiple privileges challenges one’s own practice and it can be argued that much is gained from this.
|Keywords:||Teaching, Dance, Community, Education, Disabled/Non-Disabled, Social Justice, Pedagogy|
Senior Lecturer in Dance Education, Faculty of Education, University of Waikato, Hamilton, New Zealand
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