The Emerging Critical Pedagogies of Dance Educators in an Urban STEAM After-School Program for Black Girls

Autor/inn/en	Allen-Handy, Ayana; Ifill, Valerie; Schaar, Raja Y.; Woodard, Monique; Rogers, Michelle
Titel	The Emerging Critical Pedagogies of Dance Educators in an Urban STEAM After-School Program for Black Girls
Quelle	In: Journal of Urban Learning, Teaching, and Research, 16 (2021) 1, S.58-88 (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Allen-Handy, Ayana) ORCID (Ifill, Valerie) ORCID (Schaar, Raja Y.) ORCID (Woodard, Monique) ORCID (Rogers, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2766-497X
Schlagwörter	Critical Theory; Race; Culturally Relevant Education; Social Justice; Dance Education; STEM Education; After School Programs; African Americans; Females; Preadolescents; Undergraduate Students; Mentors; Self Efficacy; Reflection; Urban Education + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Soziale Gerechtigkeit; Dance; Education; Tanzerziehung; STEM; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Afroamerikaner; Weibliches Geschlecht; Pre-adolescence; Präadoleszenz; Self-efficacy; Selbstwirksamkeit; Stadtteilbezogenes Lernen
Abstract	The preparation of urban educators has gained widespread attention across education policy, research, and practice. As US urban cities have become more diverse, the teacher workforce has not kept up, and the racial/ethnic demographics of students and teachers are disproportionately incongruent. In order to eradicate an education landscape that perpetuates white, middle-class ways of knowing and being, often at the expense of the cultural practices and cultural wealth of historically marginalized students of color, urban teacher education must be centered toward justice and rooted in critical pedagogies. The literature, albeit bleak, reveals that these perspectives must also be applied to urban dance education. Dance education programs have been significantly eliminated from urban schools over time, and although dance has historical roots in African and African diasporic cultures, dance education continues to be Eurocentric. This phenomenological case study examines the emerging critical pedagogies of undergraduate dance majors and minors who served as dance teachers in an urban Science, Technology, Engineering, Arts, and Mathematics (STEAM) after-school program for 7-12-year-old Black girls. Findings reveal that (a) navigating race, place, and space; (b) mentorship and practice; and (c) critical reflection and self-efficacy were critical components of the urban dance educators' emerging critical pedagogies. Implications for urban dance education and the broader field of urban education are provided. (As Provided).
Anmerkungen	AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://jultr.online/index.php/jultr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01