What Can Feminist Pedagogy Teach Dance Pedagogy? tensions and entanglements

Abstract

This article discusses the teaching-learning process of dance based on the discrepancies between the transformations and artistic innovations achieved by dance as a learned practice and the way in which the student's educational experience was built in the classroom, following conservative, outdated and authoritarian references and procedures in relation to the advances already experienced by performative dances. Feminist pedagogy, in this sense, is here seen as a way to approach these questions. For this task, we will rely on the six principles of feminist pedagogy identified by researchers Lynn Webb, Myria Allen and Kandi Walker (2002), as well as on the approaches of feminist, activist and educator bell hooks, feminists and philosophers Djamila Ribeiro, Márcia Tiburi and Judith Butler, among others, articulated to our experiences as artists-teachers-researchers. Thus, we also seek to propose ways of thinking that best align with the demands and urgencies of the field of dance today.