Abstract
ABSTRACT To date, there has been minimal analysis of the intersections between dance pedagogy and the climate crisis. Arguing that it is essential to approach the climate crisis via the lens of decolonization and underscoring the indivisible links between modernity, coloniality, and the climate emergency, the author considers what it might mean to develop an ethical dance pedagogy for a student population facing the grim consequences of climate change. After highlighting the academy’s decolonizing failures, the author applies principles from Indigenous scholars Andreotti, Hunt, and others to offer a pedagogical case study of her own deep dive into her position on stolen land. Arguing that it is critical to model such digging to demonstrate our collective complicity in the hegemonic systems of modernity/coloniality, the author concludes by bringing together emerging methods developing both inside and outside of dance education to propose a scaffolding for an ethical dance pedagogy for the twenty-first century.
Published Version
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