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Dance and GenderAn Evidence-Based Approach$
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Wendy Oliver and Doug Risner

Print publication date: 2017

Print ISBN-13: 9780813062662

Published to Florida Scholarship Online: September 2017

DOI: 10.5744/florida/9780813062662.001.0001

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“Boys are Morons” … “Girls are Gross”

“Boys are Morons” … “Girls are Gross”

Let’s Dance!

Chapter:
(p.135) 8 “Boys are Morons” … “Girls are Gross”
Source:
Dance and Gender
Author(s):

Karen E. Bond

Publisher:
University Press of Florida
DOI:10.5744/florida/9780813062662.003.0008

Chapter 8 focuses on student meanings of gender as found in a dance studio course titled “Embodying Pluralism.” Since 2008 the course has fulfilled Temple University’s general education requirement in race and diversity. The study is based on 348 students’ Blackboard gender discussions in seventeen sections of the course over 2008 to 2014. Prompted by a reading on gender in children’s dance, students write a 300-word response to this (or similar) question: “What messages about gender did you receive as a child…?” This prompt encourages description and memoir. In its concern with lived experience, gender, ethics and human possibility, the study aligns philosophically with feminist phenomenology. Qualitative analysis procedures were adapted from phenomenologist Max van Manen’s (2014) methods for isolating themes. As well as highlighting students’ lived experiences of gender, the study illuminates participant theories (beliefs, assumptions, critical perspectives) and hopes for the future of gender in dance and life. Research findings are presented thematically, followed by dialogue with pertinent theory and reflection. Experiential themes include dance in/and the family, dancing is for girls, shall we not dance, outside the box, and communities of practice.

Keywords:   dance, gender, education, feminist, phenomenology, gender binary, future of gender, postsecondary

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