Abstract
ABSTRACT Culturally responsive education (CRE) serves as a vehicle toward affecting change in the areas of equity, belonging, diversity, and representation in dance education. However, White dance teachers may be confronted with limitations when attempting to implement CRE in their classrooms. This article tells the story of a White, middle class, woman dance teacher seeking to become culturally responsive. The article describes longitudinal work, beginning with details of an analytic autoethnography conducted in New York in 2019 and continuing with an opportunity to apply findings to a new teaching opportunity in the Caribbean. The purpose of this article is to 1) present findings on a previously conducted analytic autoethnography in the context of dance education; 2) discuss the experience of a middle-level dance teacher in the Caribbean on the journey toward cultural-responsiveness; and 3) inspire and normalize reflective practice in dance education.
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