Abstract
Inspired by Harney and Moten’s (2013) description of study in the undercommons, I bring the perspective of a dance teacher to a conversation about educational equity. Dance is an important method of study and a form of knowledge. It shows up in the undercommons (Harney & Moten, 2013) and in students’ at-home educations (Shujaa, 1993). In-school dance educators have a unique opportunity to bridge the undercommons and the public schools. In addition, using dance to cultivate a multidisciplinary dialogue is a move toward decolonized education and affirms a mode of study that has been historically excluded from schools.
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