Suchergebnisse

Cover Page -- Author Bio -- Talking Dance -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Illustrations -- Acknowledgements -- Series preface -- Introduction -- 1: Beginnings -- 2: Learning -- 3: Making -- 4: Performing -- 5: Teaching and teachers -- 6: Family, relationships and meetings -- 7: Heritage and history -- 8: Change and turning points -- 9: Travelling -- 10: Futures, challenges and questions -- List of interviewees -- List of references -- Glossary -- Notes -- Index.

Introduction. Meeting dancers, making stories and meaning making -- Part1: 'Why can't I dance in the streets?' Politics and performance entwine : Hala's story -- Surveillance weaving through body, mind and performance : Mey's story -- Occupation, to occupy and to be occupied : Nadia's story -- Part 2: 'Are these borders making me more creative?' Breaking boundaries and borders of dance : Noora's story -- Freedom inside and outside of dance : Rania's story -- Censorship choreographed, propaganda performed : Dalia El Abd's story -- Part 3: 'I'm a female contemporary dancer ... and by the way, I'm Arab, is that a problem?' The female dancing body in the Arab world : Dalia Naous' story -- Society and the struggles of the dancer : Nadra's story -- Conclusion. Dreaming for the future

This article seeks to explore the notion of performing difference in/through dance, specifically in the context of dance education. By unraveling theories pertaining to performance, performativity, difference, and identity, and then connecting these with the notion of dialogical, or third space as a particular condition for pedagogical encounters in dance, the authors aim to illuminate the significance of performing difference for individuals and communities. The central motivating query for this research essay is: How could the notion of performing difference in the context of dance education lean on and lead towards dialogical, or third spaces as source of learning and living together? We propose that dance education that is framed this way may be deeply about democratic life within diverse and sustainable communities. Thus, we claim that dance has educational potential beyond learning dance. ; publishedVersion ; https://doi.org/10.1016/j.tsc.2018.12.006 Available online 15 December 20181871-1871/ © 2018 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/BY-NC-ND/4.0/).