Inquiry and Reverse Chronology Pedagogies for Social Inclusion in School-Based Dance Programs

Autor/in	Clark-Fookes, Tricia
Titel	Inquiry and Reverse Chronology Pedagogies for Social Inclusion in School-Based Dance Programs
Quelle	In: Journal of Dance Education, 22 (2022) 3, S.175-180 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clark-Fookes, Tricia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-0824
DOI	10.1080/15290824.2022.2091139
Schlagwörter	Inclusion; Teaching Methods; Dance Education; Foreign Countries; Course Descriptions; Social Integration; Curriculum Development; Secondary School Students; Australia + Suchen Sie Ihr Suchwort? Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Dance; Education; Tanzerziehung; Ausland; Kursstrukturplan; Soziale Integration; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sekundarschüler; Australien
Abstract	In this article, two pedagogical approaches intended to foster social inclusion in school-based dance programs are described: inquiry and reverse chronology. The inclusion of inquiry and reverse chronology as featured pedagogies in Queensland, Australia's statewide General Senior Dance Syllabus is discussed, including the combined use of these pedagogies to promote more inclusive dance classrooms and dance teaching practices. In particular, the author highlights an approach to curriculum organization that features key questions and presents an alternative to traditional, style-based approaches to dance curriculum organization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01