Abstract
This performative hybrid research and development project contributes knowledge about the decolonizing potentials and challenges that are articulated through an initial scanning of the dance pedagogical field as part of a large change project in tertiary dance education at the Department for Dance Pedagogy at Stockholm University of the Arts in Sweden. To do this scanning in a way that would promote collective learning, multiple perspective taking and creativity, we utilised design thinking. In total, 140 scan cards collected through the project were analysed. Both students and staff and other people in different parts of the world within the dance educational field created the scan cards. As a result, we suggest that the scanning of the field has pushed ourselves, the rest of the staff, students, and others into a process of collective learning, multiple perspective taking, and creativity, in which clear decolonizing potentials, as well as challenges to change are expressed.
Highlights
The aim of this study is to analyse a collaborative scanning of the dance pedago gical field as part of a project that aims at radically changing and restructuring the Bachelor’s Programme in Dance Pedagogy at the Department of Dance Pedagogy
We believe that the collective learning and multiple perspective taking we have experi enced among ourselves and the staff involved at DDP through this process might be of interest to a broad dance educational field
According to the initial project plan from the Dean, the development of a new study programme was to be based on a landscape mapping of dance pedagog ical practices in contemporary times. To carry out this mapping in a way that would promote collective learning, multiple perspective-taking and creativity we chose the Futures Design Framework developed by Bespoke Cph (Holsey Dyrman et al, 2018), which is based on interdisciplinary thinking and doing from design, strategic fore sight, art, business, and the social sciences
Summary
The last decades have brought about major changes in higher education in dance worldwide. According to the initial project plan from the Dean, the development of a new study programme was to be based on a landscape mapping of dance pedagog ical practices in contemporary times To carry out this mapping in a way that would promote collective learning, multiple perspective-taking and creativity we chose the Futures Design Framework developed by Bespoke Cph (Holsey Dyrman et al, 2018), which is based on interdisciplinary thinking and doing from design, strategic fore sight, art, business, and the social sciences. The first response is working for more diversity, the second is working for activism and structural change, whilst the last response implies a paradigm shift and major change: what we would see as decolonialization What these potentials will lead to in terms of actual change in our BA Programme in Dance Pedagogy in a Swedish context, we still do not know, as this is the step and still out of reach as we write this article
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