Abstract

In her scholarship on pedagogy, Gloria Ladson-Billings describes COVID-19 as a call to re-set education using a more culturally relevant pedagogy. As ballet teachers and researchers working in higher education and pre-professional settings, we teach a form of dance often associated with the characteristics of white supremacy. Through this collaborative institutional ethnography, we generated methods for posing questions, critiquing choices, and imagining alternatives to create more equitable educational settings. We connect the process of addressing and challenging systemic exclusions in ballet with tangible steps toward creating more inclusive classes and performances that value the joy and pleasure in moving.

摘要

在她的教育学奖学金中，格洛丽亚·拉德森-比林斯 (Gloria Ladson-Billings) 将 COVID-19 描述为呼吁使用更具文化相关性的教学法来重新设置教育。作为在高等教育和学前教育机构工作的芭蕾舞教师和研究人员，我们教授一种通常与白人至上主义特征相关的舞蹈形式。通过这种合作的机构民族志，我们产生了提出问题、批判选择和想象替代方案的方法，以创造更公平的教育环境。我们将解决和挑战芭蕾舞中的系统性排斥的过程与创建更具包容性的课程和表演的具体步骤联系起来，这些课程和表演重视移动中的快乐和愉悦。