A growing new area of study; Top quality editors and authors; Wide range of international coverage.

This book explores the potential of arts and cultural education to contribute to on-going efforts to promote Education for Sustainable Development (ESD) in line with UNESCO's conceptualizations of the field. It builds on the experiences of arts educators working to build sustainable futures and portrays new and innovative approaches. Chapters comprise case studies that combine arts, culture, sustainable thinking and practices. They also include research from historical perspectives, evaluations of public policy measures and offer theoretical approaches and methodologies. The book unfolds the possible relationships between arts and cultural education and Education for Sustainable Development.

A growing new area of study; Top quality editors and authors; Wide range of international coverage.

Dancing Across Borders presents formal and non-formal settings of dance education where initiatives in different countries transcend borders: cultural and national borders, subject borders, professional borders and socio-economic borders. It includes chapters featuring different theoretical perspectives on dance and cultural diversity, alongside case narratives that show these perspectives in a specific cultural setting. In this way, each section charts the processes, change and transformation in the lives of young people through dance. Key themes include how student learning is enhanced by cultural diversity, experiential teaching and learning involving social, cross-cultural and personal dimensions. This conceptually aligns with the current UNESCO protocols that accent empathy, creativity, cooperation, collaboration alongside skills- and knowledge-based learning in an endeavour to create civic mindedness and a more harmonious world. This volume is an invaluable resource for teachers, policy makers, artists and scholars interested in pedagogy, choreography, community dance practice, social and cultural studies, aesthetics and interdisciplinary arts. By understanding the impact of these cross-border collaborative initiatives, readers can better understand, promote and create new ways of thinking and working in the field of dance education for the benefit of new generations.

Dance has the power to change the lives of young people. It is a force in shaping identity, affirming culture and exploring heritage in an increasingly borderless world. Creative and empowering pedagogies are driving curriculum development worldwide where the movement of peoples and cultures generates new challenges and possibilities for dance education in multiple contexts. In Dance Education around the World: Perspectives on Dance, Young People and Change, writers across the globe come together to reflect, comment on and share their expertise and experiences. The settings are drawn from a spectrum of countries with contributions from Europe, the Americas, the Middle East, Asia, the Pacific and Africa giving insights and fresh perspectives into contrasting ideas, philosophies and approaches to dance education from Egypt to Ghana, Brazil to Finland, Jamaica to the Netherlands, the UK, USA, Australia, New Zealand and more. This volume offers chapters and narratives on: Curriculum developments worldwide Empowering communities through dance Embodiment and creativity in dance teaching Exploring and assessing learning in dance as artistic practice Imagined futures for dance education Reflection, evaluation, analysis and documentation are key to the evolving ecology of dance education and research involving individuals, communities and nations. Dance Education around the World: Perspectives on Dance, Young People and Change provides a great resource for dance educators, practitioners and researchers, and pushes for the furtherance of dance education around the world. Charlotte Svendler Nielsen is Assistant professor and head of educational studies at the Department of Nutrition, Exercise and Sports, research group Body, Learning and Identity, University of Copenhagen, Denmark. Stephanie Burridge lectures at Lasalle College of the Arts and Singapore Management University, and is the series editor for Routledge Celebrating Dance in Asia and the Pacific.

Dancing Across Borders presents formal and non-formal settings of dance education where initiatives in different countries transcend borders: cultural and national borders, subject borders, professional borders and socio-economic borders. It includes chapters featuring different theoretical perspectives on dance and cultural diversity, alongside case narratives that show these perspectives in a specific cultural setting. In this way, each section charts the processes, change and transformation in the lives of young people through dance. Key themes include how student learning is enhanced by cultural diversity, experiential teaching and learning involving social, cross-cultural and personal dimensions. This conceptually aligns with the current UNESCO protocols that accent empathy, creativity, cooperation, collaboration alongside skills- and knowledge-based learning in an endeavour to create civic mindedness and a more harmonious world. This volume is an invaluable resource for teachers, policy makers, artists and scholars interested in pedagogy, choreography, community dance practice, social and cultural studies, aesthetics and interdisciplinary arts. By understanding the impact of these cross-border collaborative initiatives, readers can better understand, promote and create new ways of thinking and working in the field of dance education for the benefit of new generations.

The arts have a crucial role in empowering young people with special needs through diverse dance initiatives. Inclusive pedagogy that integrates all students in rich, equitable and just dance programmes within education frameworks is occurring alongside enabling projects by community groups and in the professional dance world where many high-profile choreographers actively seek opportunities to work across diversity to inspire creativity. Access and inclusion is increasingly the essence of projects for disenfranchised and traumatised youth who find creative expression, freedom and hope through dance. This volume foregrounds dance for young people with special needs and presents best practice scenarios in schools, communities and the professional sphere. International perspectives come from Australia, Brazil, Cambodia, Canada, Denmark, Fiji, Finland, India, Indonesia, Jamaica, Japan, Malaysia, New Zealand, Norway, Papua New Guinea, Portugal, Singapore, South Africa, Spain, Taiwan, Timor Leste, the UK and the USA. Sections include: inclusive dance pedagogy equality, advocacy and policy changing practice for dance education community dance initiatives professional integrated collaborations

Dance has the power to change the lives of young people. It is a force in shaping identity, affirming culture and exploring heritage in an increasingly borderless world. Creative and empowering pedagogies are driving curriculum development worldwide where the movement of peoples and cultures generates new challenges and possibilities for dance education in multiple contexts. In Dance Education around the World: Perspectives on Dance, Young People and Change, writers across the globe come together to reflect, comment on and share their expertise and experiences. The settings are drawn from a spectrum of countries with contributions from Europe, the Americas, the Middle East, Asia, the Pacific and Africa giving insights and fresh perspectives into contrasting ideas, philosophies and approaches to dance education from Egypt to Ghana, Brazil to Finland, Jamaica to the Netherlands, the UK, USA, Australia, New Zealand and more. This volume offers chapters and narratives on: Curriculum developments worldwide Empowering communities through dance Embodiment and creativity in dance teaching Exploring and assessing learning in dance as artistic practice Imagined futures for dance education Reflection, evaluation, analysis and documentation are key to the evolving ecology of dance education and research involving individuals, communities and nations. Dance Education around the World: Perspectives on Dance, Young People and Change provides a great resource for dance educators, practitioners and researchers, and pushes for the furtherance of dance education around the world. Charlotte Svendler Nielsen is Assistant professor and head of educational studies at the Department of Nutrition, Exercise and Sports, research group Body, Learning and Identity, University of Copenhagen, Denmark. Stephanie Burridge lectures at Lasalle College of the Arts and Singapore Management University, and is the series editor for Routledge Celebrating Dance in Asia and the Pacific.

This book explores the potential of arts and cultural education to contribute to on-going efforts to promote Education for Sustainable Development (ESD) in line with UNESCO's conceptualizations of the field. It builds on the experiences of arts educators working to build sustainable futures and portrays new and innovative approaches. Chapters comprise case studies that combine arts, culture, sustainable thinking and practices. They also include research from historical perspectives, evaluations of public policy measures and offer theoretical approaches and methodologies. The book unfolds the possible relationships between arts and cultural education and Education for Sustainable Development.

The arts have a crucial role in empowering young people with special needs through diverse dance initiatives. Inclusive pedagogy that integrates all students in rich, equitable and just dance programmes within education frameworks is occurring alongside enabling projects by community groups and in the professional dance world where many high-profile choreographers actively seek opportunities to work across diversity to inspire creativity. Access and inclusion is increasingly the essence of projects for disenfranchised and traumatised youth who find creative expression, freedom and hope through dance. This volume foregrounds dance for young people with special needs and presents best practice scenarios in schools, communities and the professional sphere. International perspectives come from Australia, Brazil, Cambodia, Canada, Denmark, Fiji, Finland, India, Indonesia, Jamaica, Japan, Malaysia, New Zealand, Norway, Papua New Guinea, Portugal, Singapore, South Africa, Spain, Taiwan, Timor Leste, the UK and the USA.

Sections include:

inclusive dance pedagogy

equality, advocacy and policy

changing practice for dance education

community dance initiatives

professional integrated collaborations

Table of Contents



0. Prelims

i. List of contributors

ii. Acknowledgement

iii. Introduction

1.Inclusive dance pedagogy

Chapters

1.1 Making no difference: inclusive dance pedagogy (Sarah Whatley and Kate Marsh)

1.2 Developing inclusive dance pedagogy: dialogue, activism and aesthetic transformative learning (Tone Pernille Østern)



Case narratives

1.3 Beyond technique: diversity in dance as a transformative practice (Phillip Channells)

1.4 Exploring the relationship between dance and disability: a personal journey (Jackie Prada)



1.5 “Sowing dance” body movement for children from six months to three years old: the experience in Mesquita, Brazil (Luciana Veiga)

1.6 Dance for children with dyspraxia: the impact of Royal Academy of Dance, London, projects (Lesley Ovenden)

2.Equality, advocacy and policy

Chapters

2.1 Values and principles shaping community dance (Ralph Buck and Barbara Snook)

2.2 The Ugly Duckling: stories of dance and disability from Denmark and South Africa (Gerard M. Samuel)

2.3 Dance, education and participation: the “Planters” project in Girona, Spain (Gemma Carbó Ribugent)

Case narratives

2.4 Building identity through dance: exploring the influence of dance for individuals with special needs (Nicole J. Reinders)

2.5 Encountering and embodying difference through dance: reflections on a research project in a primary school in Finland (Liisa Jaakonaho)

2.6 New spaces for creativity and action: recent developments in the Applied Performing Arts in Barcelona (Jordi Baltà, Eva Garcia and Raimon Àvila)

3. Changing practice for dance education

Chapters

3.1 Making change: the identification and development of talented young dancers with disabilities (Imogen Aujla, Emma Redding and Veronica Jobbins)

3.2 Reflections from a/r/tography: perspectives to review creative activities with special needs children (Chung-Shiuan Chang and Shu-Hwa Jung)

3.3 Learning in action: intersecting approaches to teaching dance in Timor-Leste and Australia (Kym Stevens and Avril Huddy)

Case narratives

3.4 Exploring disability and dance: a Papua New Guinean experience (Naomi Faik-Simet)



3.5 ASEAN Para Games 2015: dancing for inclusivity (Filomar Cortezano Tariao)

3.6 Dancing partners

dancing peers: a wheelchair dance collaborative (Miriam Giguere and Rachel Federman-Morales)

4. Community dance initiatives

Chapters

4.1 Dance and affect: re-connecting minds to bodies of young adult survivors of violence in India (Urmimala Sarkar Munsi)

4.2 Digital stories: three young people’s experience in a community dance class (Sue Cheesman and Elaine Bliss)

4.3 Community initiatives for special needs dancers: an evolving ecology in Singapore (Stephanie Burridge)

Case narratives

4.4 Celebrating diversity: a Jamaican story (Carolyn Russell Smith)

4.5 “I Can… “: a Cambodian inclusive arts project (Laura Evans)

4.6 Learning together through dance: making cultural connections in Indonesia (Gianti Giadi)

4.7 From the ground up: a Portuguese dance education collaboration with regional communities (Madalena Victorino in conversation with Annie Greig)

5. Professional integrated collaborations

Chapters

5.1 Pulling back from being together: an ethnographic consideration of dance, digital technology and hikikomori in Japan and the UK (Adam Benjamin)

5.2 Freefalling with ballet (David Mead)

5.3 Troubling access and inclusion: a phenomenological study of children’s learning opportunities in artistic-educational encounters with a professional contemporary dance production (Charlotte Svendler Nielsen)

Case narratives

5.4 Dancing in wheelchairs: a Malaysian story (Leng Poh Gee and Anthony Meh Kim Chuan)

5.5 “Twilight”: connection to place through an intergenerational multi-site dance project (Cheryl Stock)

5.6 Navi’s story: access to collective identity through intercultural dance in the Fiji Islands (Sachiko Soro)

5.7 The value of extended residencies conducted by Restless Dance Theatre in schools 2014-2015 (Nick Hughes, Michelle Ryan and India Lennerth)