Integrated Dance as a Public Pedagogy of the Body 

Hickey-Moody, A 2017, 'Integrated Dance as a Public Pedagogy of the Body ', Social Alternatives, vol. 36, no. 4, pp. 5-13.


Document type: Journal Article
Collection: Journal Articles

Title Integrated Dance as a Public Pedagogy of the Body 
Author(s) Hickey-Moody, A
Year 2017
Journal name Social Alternatives
Volume number 36
Issue number 4
Start page 5
End page 13
Total pages 9
Publisher Social Alternatives
Abstract In this article I examine the possibilities for integrated dance in schools, as a way of opening up how practices of schooling understand dance education and inclusive education. 'Integrated dance' is dance made by people with and without disabilities. I examine integrated dance as a movement based practice and show how dance theatre devised and performed by people with and without disabilities can create non-hegemonic, open and generative knowledges of bodies that are medically coded as having disabilities. Such knowledges offer alternatives to some ways students with disabilities are positioned in practices, and academic discourses, of inclusive education. I argue that integrated dance theatre performances create a concept of an open body, an assemblage of affects that is more than the sum of its parts, in which bodies work together as one small aspect of a larger whole in creating affects read by audiences. This affective pedagogy of dance shows us the value of dance as a form of public pedagogy as well as a classroom pedagogy. It offers representations of disability that illustrate the limits of depending on medical ideas of the 'disabled' body.
Subject Cultural Studies not elsewhere classified
Copyright notice © 2017, Social Alternatives
ISSN 0155-0306
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