Hidden Curriculums of the Black Dancing Body: Teaching Within and Among Racialized Perceptions

• In Event: AERA Roundtable Session 9
  In Roundtable Session: Centering Black Women and Girls in Education

Abstract

The purpose of this study was to derive the racialized perspectives of white teachers from their experience as teachers of Black girls. In this critical phenomenological case study (Guenther, 2019) of Dance Ready, an in-school/after-school community dance education program, I analyzed dance teachers and their interpretation of their students to understand how raced ideologies shape teaching. Semi-structured interviews attended to how teachers’ perceptions framed Black girl dancers’ as students. This research suggests that hidden within the curriculum of dance classrooms are veiled and loaded racial narratives that influence the interactions between teacher and student. Conclusions emphasize suggestions for supporting teachers around race education and has implications for culturally relevant and antiracist professional development for dance and other art-based educational spaces.

Author

• Kandyce A Amie, University of Wisconsin - Madison