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Navigating Liminal Space in the Feminist Ballet Class

Published online by Cambridge University Press:  04 January 2013

Abstract

The historically autocratic teaching model of Western concert dance provides both student and teacher with the comfort of expected ritual and outcomes. That comfort is greatly disrupted, however, in employing a pedagogy that has student empowerment at its center—feminist pedagogy. This paper will focus on the conditions of the liminal space created in shifting to a process-based educational approach from a traditionally product-driven training model.

Type
Panel: A Dance of Empowerment: Teaching Dance at the Post-Secondary Level
Copyright
Copyright © The Author(s) 2009

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