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Abstract
ABSTRACT Considering the rising mental health crisis among young people, combined with the fact that a dancer’s body is simultaneously the subject of their practice and the locus of stored trauma, a trauma-informed pedagogy for dance should be of concern to all dance educators. This inquiry arises from many points of interest, including the desire for teachers to better understand trauma’s many faces and surprisingly ubiquitous reach, and to further this inquiry toward an informed praxis primarily in higher education dance in the United States. This discussion provides selected considerations within the dance learning environment that are uniquely relevant to trauma sensitivity including arousal, attentional focus, mindfulness, shame and anxiety, and cultural safety. When practiced in trauma-informed principles, dance educators are more sensitively situated to facilitate a less threatening environment for all students, including those historically marginalized and who are particularly at risk.
Published Version
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