Abstract
The author describes this essay as a “duet” between personal knowledge (her own lived experience as a dance educator) and critical social theory. As a structure, she describes three themes pervading what she has learned and taught, ones which have implications well beyond dance and teaching:
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Feeling from the inside to understand self and others (internal, somatic sensing);
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Self-direction/self-management (recognizing power to make conscious choices); and
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The body as a source for knowledge and meaning.
The author problematizes each theme using a lens of critical social theory to question the taken-for-granted, especially that within her own thinking, asking larger questions like, “In whose interest?” and “What’s worth knowing?” She concludes that education of the lived body should be central in the curriculum for not only dance education, but arts education generally.
Small portions of this chapter were adapted from Stinson 1995.
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Stinson, S.W. (2016). My Body/Myself: Lessons from Dance Education (2004). In: Embodied Curriculum Theory and Research in Arts Education. Landscapes: the Arts, Aesthetics, and Education, vol 17. Springer, Cham. https://doi.org/10.1007/978-3-319-20786-5_7
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