Performing difference in/through dance: The significance of dialogical, or third spaces in creating conditions for learning and living together

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Eeva Anttila, Rose Martin, Charlotte Svendler Nielsen

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.

Original languageEnglish
JournalThinking Skills and Creativity
Volume31
Pages (from-to)209-216
Number of pages8
ISSN1871-1871
DOIs
Publication statusPublished - 2019

    Research areas

  • Dance, Dance education, Dialogue, Difference, Identity, Performance, Third space

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