Dance, Access and Inclusion Perspectives on Dance, Young People and Change

The arts have a crucial role in empowering young people with special needs through diverse dance initiatives. Inclusive pedagogy that integrates all students inrich, equitable and just dance programmes within education frameworks is occurring alongside enabling projects by community groups and in the professional dance world where many high-profile choreographers actively seek opportunities to work across diversity to inspire creativity. Access and inclusion is increasingly the essence of projects for disenfranchised and traumatised youth who find creative expression, freedom and hope through dance. This volume foregrounds dance for young people with special needs and presents best practice scenarios in schools, communities and the professional sphere. International perspectives come from Australia, Brazil, Cambodia, Canada, Denmark, Fiji, Finland, India, Indonesia, Jamaica, Japan, Malaysia, New Zealand, Norway, Papua New Guinea, Portugal, Singapore,South Africa, Spain, Taiwan, Timor Leste, the UK and the USA. Sections include: inclusive dance pedagogy equality, advocacy and policy changing practice for dance education community dance initiatives professional integrated collaborations

0.Prelimsi. List of contributorsii. Acknowledgementiii. Introduction 1.Inclusive dance pedagogy Chapters 1.1 Making no difference: inclusive dance pedagogy (Sarah Whatley and Kate Marsh) 1.2 Developing inclusive dance pedagogy: dialogue, activism and aesthetic transformative learning (Tone Pernille Østern) Case narratives1.3 Beyond technique: diversity in dance as a transformative practice (Phillip Channells) 1.4 Exploring the relationship between dance and disability: a personal journey (Jackie Prada) 1.5 “Sowing dance” body movement for children from six months to three years old: the experience in Mesquita, Brazil (Luciana Veiga) 1.6 Dance for children with dyspraxia: the impact of Royal Academy of Dance, London, projects (Lesley Ovenden) 2.Equality, advocacy and policy Chapters 2.1 Values and principles shaping community dance (Ralph Buck and Barbara Snook) 2.2 The Ugly Duckling: stories of dance and disability from Denmark and South Africa (Gerard M. Samuel) 2.3 Dance, education and participation: the “Planters” project in Girona, Spain (Gemma Carbó Ribugent) Case narratives2.4 Building identity through dance: exploring the influence of dance for individuals with special needs (Nicole J. Reinders) 2.5 Encountering and embodying difference through dance: reflections on a research project in a primary school in Finland (Liisa Jaakonaho) 2.6 New spaces for creativity and action: recent developments in the Applied Performing Arts in Barcelona (Jordi Baltà, Eva Garcia and Raimon Àvila) 3. Changing practice for dance education Chapters 3.1 Making change: the identification and development of talented young dancers with disabilities (Imogen Aujla, Emma Redding and Veronica Jobbins) 3.2 Reflections from a/r/tography: perspectives to review creative activities with special needs children (Chung-Shiuan Chang and Shu-Hwa Jung) 3.3 Learning in action: intersecting approaches to teaching dance in Timor-Leste and Australia (Kym Stevens and Avril Huddy) Case narratives3.4 Exploring disability and dance: a Papua New Guinean experience (Naomi Faik-Simet) 3.5 ASEAN Para Games 2015: dancing for inclusivity (Filomar Cortezano Tariao) 3.6 Dancing partners/ dancing peers: a wheelchair dance collaborative (Miriam Giguere and Rachel Federman-Morales) 4. Community dance initiatives Chapters 4.1 Dance and affect: re-connecting minds to bodies of young adult survivors of violence in India (Urmimala Sarkar Munsi) 4.2 Digital stories: three young people’s experience in a community dance class (Sue Cheesman and Elaine Bliss) 4.3 Community initiatives for special needs dancers: an evolving ecology in Singapore (Stephanie Burridge) Case narratives4.4 Celebrating diversity: a Jamaican story (Carolyn Russell Smith) 4.5 “I Can… “: a Cambodian inclusive arts project (Laura Evans) 4.6 Learning together through dance: making cultural connections in Indonesia (Gianti Giadi) 4.7 From the ground up: a Portuguese dance education collaboration with regional communities (Madalena Victorino in conversation with Annie Greig) 5. Professional integrated collaborations Chapters 5.1 Pulling back from being together: an ethnographic consideration of dance, digital technology and hikikomori in Japan and the UK (Adam Benjamin) 5.2 Freefalling with ballet (David Mead) 5.3 Troubling access and inclusion: a phenomenological study of children’s learning opportunities in artistic-educational encounters with a professional contemporary dance production (Charlotte Svendler Nielsen) Case narratives5.4 Dancing in wheelchairs: a Malaysian story (Leng Poh Gee and Anthony Meh Kim Chuan) 5.5 “Twilight”: connection to place through an intergenerational multi-site dance project (Cheryl Stock) 5.6 Navi’s story: access to collective identity through intercultural dance in the Fiji Islands (Sachiko Soro) 5.7 The value of extended residencies conducted by Restless Dance Theatre in schools 2014-2015 (Nick Hughes, Michelle Ryan and India Lennerth)

Stephanie Burridge lectures at LASALLE College of the Arts and Singapore Management University and is the Series Editor forCelebrating Dance in Asia and the Pacific (Routledge). Charlotte Svendler Nielsen is Associate Professor and Head of Educational Studies at the Department of Nutrition, Exercise and Sports, research cluster 'Embodiment, Learning and Social Change', University of Copenhagen, Denmark.