Future designs of tertiary dance education: Scanning the field for decolonizing potentials in a major change project at the Department for Dance Pedagogy at Stockholm University of the Arts

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 P...

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Autores principales:	Tone Pernille Østern, Camilla Reppen, Katarina Lion, Katarina Lundmark, Elisabet Sjöstedt Edelholm
Formato:	article
Lenguaje:	DA EN NO
Publicado:	Cappelen Damm Akademisk NOASP 2021
Materias:	change project collective thinking decolonization design thinking tertiary dance education Arts in general NX1-820 Sports GV557-1198.995
Acceso en línea:	https://doaj.org/article/a73a9146d3be46dba8bffd5ac62cb9a8
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id	oai:doaj.org-article:a73a9146d3be46dba8bffd5ac62cb9a8
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spelling	oai:doaj.org-article:a73a9146d3be46dba8bffd5ac62cb9a82021-11-23T10:49:47ZFuture designs of tertiary dance education: Scanning the field for decolonizing potentials in a major change project at the Department for Dance Pedagogy at Stockholm University of the Arts2535-285710.23865/jased.v5.2982https://doaj.org/article/a73a9146d3be46dba8bffd5ac62cb9a82021-11-01T00:00:00Zhttps://jased.net/index.php/jased/article/view/2982/5893https://doaj.org/toc/2535-2857This 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.Tone Pernille ØsternCamilla ReppenKatarina LionKatarina LundmarkElisabet Sjöstedt EdelholmCappelen Damm Akademisk NOASParticlechange projectcollective thinkingdecolonizationdesign thinkingtertiary dance educationArts in generalNX1-820SportsGV557-1198.995DAENNOJournal for Research in Arts and Sports Education, Vol 5, Iss 4, Pp 62-78 (2021)
institution	DOAJ
collection	DOAJ
language	DA EN NO
topic	change project collective thinking decolonization design thinking tertiary dance education Arts in general NX1-820 Sports GV557-1198.995
spellingShingle	change project collective thinking decolonization design thinking tertiary dance education Arts in general NX1-820 Sports GV557-1198.995 Tone Pernille Østern Camilla Reppen Katarina Lion Katarina Lundmark Elisabet Sjöstedt Edelholm Future designs of tertiary dance education: Scanning the field for decolonizing potentials in a major change project at the Department for Dance Pedagogy at Stockholm University of the Arts
description	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.
format	article
author	Tone Pernille Østern Camilla Reppen Katarina Lion Katarina Lundmark Elisabet Sjöstedt Edelholm
author_facet	Tone Pernille Østern Camilla Reppen Katarina Lion Katarina Lundmark Elisabet Sjöstedt Edelholm
author_sort	Tone Pernille Østern
title	Future designs of tertiary dance education: Scanning the field for decolonizing potentials in a major change project at the Department for Dance Pedagogy at Stockholm University of the Arts
title_short	Future designs of tertiary dance education: Scanning the field for decolonizing potentials in a major change project at the Department for Dance Pedagogy at Stockholm University of the Arts
title_full	Future designs of tertiary dance education: Scanning the field for decolonizing potentials in a major change project at the Department for Dance Pedagogy at Stockholm University of the Arts
title_fullStr	Future designs of tertiary dance education: Scanning the field for decolonizing potentials in a major change project at the Department for Dance Pedagogy at Stockholm University of the Arts
title_full_unstemmed	Future designs of tertiary dance education: Scanning the field for decolonizing potentials in a major change project at the Department for Dance Pedagogy at Stockholm University of the Arts
title_sort	future designs of tertiary dance education: scanning the field for decolonizing potentials in a major change project at the department for dance pedagogy at stockholm university of the arts
publisher	Cappelen Damm Akademisk NOASP
publishDate	2021
url	https://doaj.org/article/a73a9146d3be46dba8bffd5ac62cb9a8
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Future designs of tertiary dance education: Scanning the field for decolonizing potentials in a major change project at the Department for Dance Pedagogy at Stockholm University of the Arts

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