Hostname: page-component-745bb68f8f-lrblm Total loading time: 0 Render date: 2025-01-15T18:05:50.192Z Has data issue: false hasContentIssue false
  • English
  • Français

Critical Issues in Pedagogy and Research: Perspectives on Dance Education Theory and Practice

Published online by Cambridge University Press:  04 January 2013

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

Extract

From a Scandinavian perspective, the current scenario for dance education practice and research appears quite challenging. One great challenge seems to be preserving the basic values of democracy, equity, and access of the Nordic educational system that is being contested by neoliberal policies, much like elsewhere in the Western world. I am echoing Sue Stinson about the concerns that accountability and standardization have generated in preparing future dance teachers. The restraints seem to creep in from all directions. From the European Union and the Bologna process, higher education is affected by directives that compel us to reformulate the program goals in terms derived from Bloom's taxonomy (Bloom 1956). On the national level, increasing governmental regulations regarding higher education have altered the criteria for allocating funds, and beginning in January 2010 the whole system will drastically change toward privatization. Another significant national development is more difficult to discern but is even more disturbing.

Type
Panel: Critical Issues in Pedagogy and Research: Perspectives on Dance Education Theory and Practice
Information
Congress on Research in Dance Conference Proceedings , Volume 41 , supplement S1: Global Perspectives On Dance Pedagogy: Research And Practice , 2009 , pp. 199 - 203
Copyright
Copyright © The Author(s) 2009

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. 2003. A Dream Journey to the Unknown: Searching for Dialogue in Dance Education. Acta Scenica 14. Helsiniki: Theatre Academy.Google Scholar
Anttila, Eeva. 2004. “Dance Learning as Practice of Freedom.” In The Same Difference? Ethical and Political Perspectives on Dance, edited by Anttila, E., Hämäläinen, S., Rouhiainen, L., and Löytönen, T., 19–62. Acta Scenica 17. Helsinki: Theatre Academy.Google Scholar
Anttila, Eeva. 2007. “Mind the Body: Unearthing the Affiliation Between the Conscious Body and the Reflective Mind.” In Ways of Knowing in Dance and Art, edited by Rouhiainen, L., Anttila, E., Heimonen, K., Hämäläinen, S., Kauppila, H., and Salosaari, P., 79–99. Acta Scenica 19. Helsinki: Theatre Academy. Retrieved January 10, 2010, from <http://www.teak.fi/general/uploads-files/waysofkn.pdf>.Google Scholar
Astor, Jouko. 2001. “Ei Kenenkään Maalla—Taidekasvatuksen Pitkä Murros 1980–90 Luvulla.” [At No Man's Land—The Long Downfall in the 1980s and 1990s]. Master's thesis, University of Jyväskylä, Finland.Google Scholar
Bloom, Benjamin S. 1956. Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David Mckay.Google Scholar
Bronfenbrenner, Urie, and Ceci, Stephen J.. 1994. “Nature-Nurture Reconceptualized In Developmental Perspective: A Bioecological Model.” Psychological Review 101: 568–86.CrossRefGoogle ScholarPubMed
Damasio, Antonio. 1994. Descartes' Error: Emotion, Reason, And The Human Brain. New York: PutnamGoogle Scholar
Damasio, Antonio. 1999. The Feeling of What Happens: Body and Emotion in the Making of Consciousness. New York: Harcourt Brace.Google Scholar
Gergen, Kenneth. 1999. An Invitation to Social Construction. London: Sage.Google Scholar
Lakoff, George, and Johnson, Mark 1980. Metaphors We Live By. Chicago: University of Chicago Press.Google Scholar
Lakoff, George, and Johnson, Mark. 1999. Philosophy in the Flesh: The Embodied Mind and Its Challenge to Western Thought. New York: Basic Books.Google Scholar
Pfeifer, Rolf, and Bongard, Josh. 2007. How the Body Shapes the Way We Think: A New View of Intelligence. Cambridge, MA: MIT Press.Google Scholar
Richardson, Valerie. 1994. “Conducting Research on Practice.” Educational Researcher 23 (5): 5–10.CrossRefGoogle Scholar
Ridley, Matt. 2003. Nature Via Nurture: Genes, Experience, and What Makes Us Human. New York: Harper Collins.Google Scholar
Rimpelä, Matti. 2008. “Elämä Pelissä: Miksi Kuntia Ei Kiinnosta Hyvinvointi—Ei Edes Lasten?” [Life at Stake: Why Municipalities Are Not Interested in Wellbeing—Not Even Children's?]. Retrieved June 20, 2009, from <http://www.pohjois-pohjanmaa.fi/file.php?2603>..' href=https://scholar.google.com/scholar?q=Rimpelä,+Matti.+2008.+“Elämä+Pelissä:+Miksi+Kuntia+Ei+Kiinnosta+Hyvinvointi—Ei+Edes+Lasten?”+[Life+at+Stake:+Why+Municipalities+Are+Not+Interested+in+Wellbeing—Not+Even+Children's?].+Retrieved+June+20,+2009,+from+.>Google Scholar
Roman, Leslie G., and Apple, Michael W.. 1990. “Is Naturalism a Move Away from Positivism? Materialist and Feminist Approaches to Subjectivity in Ethnographic Research.” In Qualitative Inquiry in Education: The Continuing Debate, edited by Eisner, Elliott W. and Peshkin, Alan, 38–73. New York: Teachers College Press.Google Scholar
Thompson, Evan. 2007. Mind in Life: Biology, Phenomenology and the Sciences of Mind. Cambridge: Belknap.Google Scholar
Varela, Fransisco. 1991. Embodied Mind: Cognitive Science and Human Experience. Cambridge, MA: MIT Press.CrossRefGoogle Scholar
Wasser, Judith D., and Bresler, Liora. 1996. “Working in the Interpretive Zone: Conceptualizing Collaboration in Qualitative Research Teams.” Educational Researcher 25 (5): 5–15.CrossRefGoogle Scholar

Additional Works Consulted

Guba, Egon, and Lincoln, Yvonna. 1989. Fourth Generation Evaluation. San Francisco: Sage.Google Scholar
Kotilainen, Sirkku. 2001. “Mediakultturin Haasteita Opettajankoulutukselle” [Media Culture as a Challenge for Teacher Education]. Ph.D. diss., University of Tampere.Google Scholar
Kotilainen, Sirkku. 2009. “What's Up? A Brief Overview Of Contemporary Youth Cultures.” Paper presented at the Kedja Seminar, Kuopio, Finland, June 15.Google Scholar
Niemi, Hannele. 1996. “Effectiveness of Teacher Education: A Theoretical Framework of Communicative Evaluation and the Design of a Finnish Research Project.” In Effectiveness of Teacher Education: New Challenges and Approaches to Evaluation, edited by Niemi, H. and Tirri, K., 11–32. Tampere: University of Tampere, Department of Teacher Education.Google Scholar
Parviainen, Jaana, ed. 2006. Kollektiivinen Asiantuntijuus [Collective Expertise]. Tampere: Tampere University Press.Google Scholar
Schön, David A. 1983. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.Google Scholar