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Master's Thesis: Can’t a Black Woman Dance? Dance Education in Urban Public Schools

Wicks, Amber
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Wicks, Amber
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African American women—Education—United States, Dance—Study and teaching—United States, Urban schools—United States—Curricula, Culturally relevant pedagogy—United States, Arts in education—Social aspects—United States
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Amber W. Final Draft.pdf
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https://hdl.handle.net/10267/36842
Abstract
Oftentimes in the American education system urban students and their communities are seen as “other” and relegated to the fringes of society. This can be seen reflected in academic curriculums as well. The many contributions made by urban communities and their theories of the flesh of urban students are either barely included or not at all. This is also seen in dance education. Cultural dance forms are often viewed as void of technique and depth. This must have a negative effect on students’ identities. My research explores how urban educators can use dance to reinforce positive views of urban students, their communities, and expression?
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