NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1163760
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1464-7893
Negotiating the Rules of Engagement: Exploring Perceptions of Dance Technique Learning through Bourdieu's Concept of "Doxa"
Rimmer, Rachel
Research in Dance Education, v18 n3 p221-236 2017
This article presents the findings from a focus group discussion conducted with first year undergraduate dance students in March 2015. The focus group concluded a cycle of action research during which the researcher explored the use of enquiry-based learning approaches to teaching dance technique in higher education. Grounded in transformative and constructivist learning perspectives, such approaches attempted to develop students' reflective thinking skills, with a view to enabling them to become active agents of their learning in dance technique. The focus group aimed to explore students' responses to the teaching approaches used. The author examines the data by drawing on Bourdieu's concept of "doxa" to discuss how perceptions and expectations of dance technique may be constructed, both on the part of the students and the teacher. The notion of doxa is used as a lens to reflect on some of the challenges around attempting to deconstruct such expectations.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A