By Charlotte Svendler Nielsen, Stephanie Burridge, Sir Ken Robinson
Сборник статей о хореографическом образовании в различных странах мира. In Dance schooling worldwide: views on Dance, kids and alter, writers around the globe come jointly to mirror, touch upon and proportion their services and studies. The settings are drawn from a spectrum of nations with contributions from Europe, the Americas, the center East, Asia, the Pacific and Africa giving insights and clean views into contrasting rules, philosophies and ways to bop schooling from Egypt to Ghana, Brazil to Finland, Jamaica to the Netherlands, the united kingdom, united states, Australia, New Zealand and extra.
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Extra resources for Dance Education around the World: Perspectives on dance, young people and change
8 per cent of Australians speak only English at home. Recent migrants to Australia include those from the UK, India and China and beyond, with rising numbers of Australian children living in poverty well documented. To effectively engage all school students, Australia requires a socially just curriculum that meets the needs of culturally and linguistically diverse young people. Recognising, valuing and celebrating the individuality of diverse learners in classrooms have been important themes for social justice in recent decades, as emphasised in curriculum documents across Australia and elsewhere.
The acknowledgement of both whakamana and tino rangatiratanga is especially significant if the country is to aspire to become a bi-cultural and subsequently multi-cultural nation. The act of critical reflection for teachers is part of the transformative process. Ultimately, the specific intention here is to highlight the empowering and transformative nature of dance in young children’s lives. When teachers are engaged in critical reflection about their own lives, it influences what they do in their engagement with young children.
Review of Research in Education, 18, 163–90. W. (2007). Making sense of curriculum research in arts education. In L. ), International handbook of research in arts education (pp. 143–46). Dordrecht, The Netherlands: Springer. 2 AN AUSTRALIAN DANCE CURRICULUM FOR SOCIAL JUSTICE Potentials and possibilities Jeff Meiners and Robyne Garrett Dance, transformation and school curriculum This chapter focuses on the pursuit of an inclusive primary school dance curriculum for all young people in Australia where a new curriculum stimulated agreement for a foundational entitlement in each of the arts, including dance.