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Theory and practice of dance in education from a gender viewpoint

Inaebnit, Susanne Edith; (1988) Theory and practice of dance in education from a gender viewpoint. Doctoral thesis , Institute of Education, University of London. Green open access

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This thesis examines, from a gender viewpoint, issues of theory and practice of dance in education in England. The emancipation, demarginalisation and integration of dance as a female and socio-cultural activity in education is a central concern of the research. The introduction to Part I describes the autobiographical context of the research which provides the basis for the discussion of theories in a multi-disciplinary approach. Theories of anthropology, history, sociology and aesthetics relevant to dance and ideologies of education relevant to dance in education are discussed. Part II presents an overview of qualitative research methodologies. After an account of applied methodologies, Part III presents empirical evidence in the form of case studies. Chapter Seven investigates the history of dance in British education from the 1950s to the 1980s. Chapters Eight to Twelve concentrate on a PGCE dance course, with three in-depth case-studies and attempt to illuminate issues of gender, of theory and practice, and of performance, competence and authority in dance in education from a gender viewpoint. The last part, Part IV, discusses implications of the findings from the empirical evidence for the future of dance in education from a gender/female viewpoint. The thesis concludes with future possible directions of dance in education.

Type: Thesis (Doctoral)
Title: Theory and practice of dance in education from a gender viewpoint
Open access status: An open access version is available from UCL Discovery
Publisher version: http://ethos.bl.uk/ProcessSearch.do?query=504540
Language: English
Keywords: Movement studies,Sex role,Student teachers,Dance
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
URI: https://discovery.ucl.ac.uk/id/eprint/10019310
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