Ethical Dilemmas in Dance Education : Case Studies on Humanizing Dance Pedagogy

352 Pages·2020·6.289 MB·English

by  Doug Risner, Karen Schupp

Ethical Dilemmas
in Dance Education

Ethical Dilemmas
in Dance Education
Case Studies on Humanizing
Dance Pedagogy
Edited by Doug Risner and
Karen Schupp

McFarland & Company, Inc., Publishers
Jefferson, North Carolina
This book has undergone peer review.
Library of Congress Cataloguing-in-Publication Data
Names: Risner, Douglas S., editor. | Schupp, Karen, editor.
Title: Ethical dilemmas in dance education : case studies on humanizing
dance pedagogy / Doug Risner, Karen Schupp.
Description: Jefferson, North Carolina : McFarland & Company, Inc.,
Publishers, 2020 | Includes bibliographical references and index.
♾
Identifiers: LCCN 2019053927 | ISBN 9781476667171 (paperback : acid free paper)
ISBN 9781476637389 (ebook)
Subjects: LCSH: Dance—Study and teaching. | Dance—Study and teaching—
Case studies. | Decision making—Moral and ethical aspects. |
Decision making—Moral and ethical aspects—Case studies. |
Critical pedagogy. | Critical pedagogy—Case studies.
Classification: LCC GV1589 .E84 2020 | DDC 792.8076—dc23
LC record available at https://lccn.loc.gov/2019053927

British Library cataloguing data are available
ISBN (print) 978-1-4766-6717-1

ISBN (ebook) 978-1-4766-3738-9
© 2020 Doug Risner and Karen Schupp. All rights reserved

No part of this book may be reproduced or transmitted in any form
or by any means, electronic or mechanical, including photocopying
or recording, or by any information storage and retrieval system,
without permission in writing from the publisher.
Front cover images: top from left to right: group of children dancing
© 2020 Africa Studio/Shutterstock; Wayne State University’s To
Sangana Dance Company in “Afro Cuban Moves” choreographed by
Danys “LaMora” Pérez, photograph by Scott Lipiec;
bottom: Wayne State University dancers in “Converge”
choreographed by Pilobolus, photograph by Scott Lipiec

Printed in the United States of America
McFarland & Company, Inc., Publishers
Box 611, Jefferson, North Carolina 28640
www.mcfarlandpub.com
Acknowledgments
An edited volume such as this one reflects not only the contributions
of the authors and editors, but several individuals who offered assistance
and support along the way. The editors and section editors wish to thank
Diane Amans, Chelsey Budge, Jane Behan, Jill H olcroft-Williams, Sara Hous-
ton, Elizabeth Johnson, Marlene Leber, Miguel Lerma, David Levanthal,
Lisa Moya, Nancy Ng, Christopher Rutt, Katrina Toews, Teresa Van Denend
Sorge, and Marcus White for their assistance at various points in the writing
and publication process; Reayanna Erving for her work with formatting the
book; Jon Anderson for indexing the book; and Kelly Ferris Lester, Susan
Kirchner, Luke Kahlich, Matt Henley, Alison Leonard, Wendy Oliver, Marty
Sprague, Frederick Curry, Susan Gingrasso, Evan Tobias, Karen Clemente,
Susannah Keita, Jane Bonbright, and Susan Griffin for reading early versions
of the essays. Thanks also to the two anonymous peer reviewers for their feed-
back on an early draft.
The section coeditors and authors of the Early Childhood and Elemen-
tary Dance Education section would like to acknowledge Jenny Braswell, Al-
yssa Ernst, Helen B uck-Pavlich, and Teresea Lowell for their assistance with
the essay “The Ethics of Discussing Religious Beliefs in a Primary Dance
Classroom”; and Kim Taylor Knight for her contributions to the essay “Cul-
ture and Conflict: Planning a Dance Partnership.” The Middle School and
High School Dance Education section editor and author of “The Imperfect
Advocate” graciously recognize Mark Rasdorf, Associate Director of for the
LGBT Resource Office at East Carolina University for his advice and input. In
the Dance Teacher Preparation and Postsecondary Dance Education section,
the authors of “Confronting Urban Phobias” extend thanks to Scotta Frye,
Caroline Murray, Dr. Carl Paris, and Christian von Howard for providing
feedback and suggestions. Lastly, the Community Dance section coeditors
and authors of “Dancing Within Prison Walls” wish to thank Valerie Ifill.
The editors also recognize the support received from the field of dance
education research, our academic institutions, and families in developing this
book. We acknowledge the depth and breadth of dance education research
v
vi Acknowledgments
focused on both theory and practice on which we build our own research. We
are thankful to the time and resources provided by Wayne State University
(Sabbatical Leave Award to Dr. Risner in 2018) and Arizona State Univer-
sity that permitted us to guide the development of this work over a five-year
period. Lastly, we are incredibly grateful for our families and communities,
who have consistently supported the development of this work in meaningful
ways.
Table of Contents
Acknowledgments v
Introduction
Doug Risner and Karen Schupp 1
Section One: Early Childhood
and Elementary Dance Education
Section Editors: Theresa Purcell Cone and
Susan W. Stinson
Section Introduction
Susan W. Stinson and Theresa Purcell Cone 10
Culture and Conflict: Planning a Dance Partnership
Marissa Beth Nesbit 16
Activity: What Parents Can Teach Us About Students
Karen Schupp and Doug Risner 26
The Ethics of Discussing Religious Beliefs in a Primary
Dance Classroom
Becky Dyer and Susan W. Stinson 28
Activity: The Global Village
Doug Risner 37
Challenges and Solutions to Including Students with Disabilities
Theresa Purcell Cone, Doug Risner and
Karen Schupp 40
Activity: What Body Dances?
Karen Schupp and Doug Risner 49
She Wants to Dance with the Boys
Monica J. Cameron Frichtel 51
Activity: Dancing Your Gender
Doug Risner and Karen Schupp 59
vii
viii Table of Contents
Values Inventory: Installment I
Doug Risner 62
Section Two: Middle School
and High School Dance Education
Section Editor: Pam Musil
Section Introduction
Pam Musil 64
Dance in the Crossfire
Marissa Beth Nesbit with Adeena Lago 71
Activity: Changing Grades
Doug Risner 80
Dancing in Bars
Pam Musil 82
Activity: Uncovering Hidden Messages
Karen Schupp and Doug Risner 91
Waltzing with the Enemy
Kori Wakamatsu 93
Activity: Bystander Intervention: When It Is Your Business

Karen Schupp 101

Negotiating Challenges with Social Media: #overexposed
Kori Wakamatsu 103
Activity: Screens Out!

Doug Risner 112
American Ethnocentrism

Pam Musil 115
Activity: Whose America? Our America, of Course!

Karen Schupp and Doug Risner 125
The Imperfect Advocate: Supporting Transgender Students
in the Dance Class
Marissa Beth Nesbit 127

Activity: Speaking Transgender
Karen Schupp 136
Values Inventory: Installment II
Doug Risner 138
Table of Contents ix
Section Three: Dance Teacher Preparation
and Postsecondary Dance Education
Section Editor: Elizabeth McPherson
Section Introduction
Elizabeth McPherson with Donna A. Dragon,
Doug Risner and Karen Schupp 140
The Cultural Assumptions We Carry
Stephanie Milling 151
Activity: My Education Map
Doug Risner 160
Why Grade Inflation and Teacher Dispositions Don’t Mix
Elizabeth McPherson, Doug Risner and Karen Schupp 163
Activity: Honest Gestures
Karen Schupp 173
Confronting Urban Phobias
Elizabeth McPherson with Kathleen Isaac 176
Activity: Anti-Racism Boxes
Doug Risner 185
Whistleblowing Adolescent Sexual Abuse
Barbara Bashaw and Marissa Beth Nesbit 188
Activity: Doing the Right Thing or Doing Things Right?

Karen Schupp 197
Where to Draw the Line
Karen Schupp and Robin Prichard 199
Activity: Motivating Growth
Karen Schupp 208

When Department Policy Limits Teaching
Tanya Berg and Doug Risner 211

Activity: Make the Case
Doug Risner 220

Teaching Contact Improvisation: Touching and Being Touched
Tanya Berg and Doug Risner 223

Activity: Touchy Subjects
Doug Risner 233
Values Inventory: Installment III
Doug Risner 235