Social, Emotional and Cognitive Engagement in Dance for Children: An Examination through the Lens of Equity and Racial Justice

Autor/in	Giguere, Miriam
Titel	Social, Emotional and Cognitive Engagement in Dance for Children: An Examination through the Lens of Equity and Racial Justice
Quelle	In: International Journal of Education & the Arts, 23 (2022), (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Dance; Social Emotional Learning; Cognitive Processes; Learner Engagement; Equal Education; Social Justice; Race; Social Development; Emotional Development; Whites; Middle Class; Problem Solving; Skill Development; Student Centered Learning; Dance Education + Suchen Sie Ihr Suchwort? Tanz; Cognitive process; Kognitiver Prozess; Soziale Gerechtigkeit; Rasse; Abstammung; Soziale Entwicklung; Gefühlsbildung; White; Weißer; Mittelschicht; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Dance; Education; Tanzerziehung
Abstract	Due to the COVID-19 pandemic, students everywhere are exhibiting gaps in their social-emotional development. Dance advocates propose the prioritization of dance classes as a way to facilitate social-emotional learning. This essay examines the logic behind these advocacy efforts, but also cautions readers that social-emotional learning, even in the arts, can be misused to promote racial injustice and inequity if not properly structured. In the social arena, the idea is examined that social learning may be co-opted to reinforce obedience in children, and that "appropriate" social behaviors in a dance class may actually be the normalization of white middle class actions. In the emotional realm, the presumption that dance teaches emotional expression, must be linked to the awareness that the expression of emotion is a culturally contextual concept. Finally, from a perspective of cognition, dance can improve critical problem-solving skills, but only if the engagement is truly student centered. (As Provided).
Anmerkungen	International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01