Decolonizing Dance Education

Applies social psychology to the events, communities, and teaching strategies in dance classrooms of all sizes and age ranges. Using critical theory as a framework, it explores practiced solutions for addressing bias in dance classrooms in order to begin new conversations that will allow them to become more welcoming, inclusive spaces.

Provides a foundation for reconstructing dance education in light of critical, social, and cultural concerns.

Demonstrates, through case studies of two transnational dance companies, how diasporic practice experiments with cultural forms of communities of African and Asian descent for decolonizing purposes, or radically transforms systemically oppressive politics on nation, race, gender, and sexuality.