Considering the Pedagogy of Advocacy

Abstract

ABSTRACTIn this article, I describe my development of a pedagogical approach to teaching advocacy in postsecondary teacher preparation programs in dance. After eight years of teaching advocacy in a variety of formats within higher education, I have established specific strategies to prepare emerging dance educators to respond to the challenges in the field after graduation. Recognizing that program requirements vary across institutions, my proposed framework for teaching advocacy provides readers with a comprehensive educational experience that they can customize to meet students' needs and align with curricula and available resources. As it is organized by levels of cognitive processing and advocacy content, educators can consult the proposed structure yet simultaneously determine the appropriate length and depth of advocacy experiences within their classrooms. Despite specific reference to postsecondary teacher preparation programs in dance, this investigation into advocacy could contribute to the development of meaningful and productive educational experiences in a variety of dance education environments.