UCLA

This doctoral dissertation is an interview-based study in which dance educators working in urban K-12 schools participated in a series of 3 dance-based Choreographic Interviews to discuss their theoretical, philosophical, and practical understandings of the role of the body in learning, and their relationship to movement and justice within the larger schooling system. The professional experiences and vision of dance educators brings a unique perspective to the role of the body in teaching and learning and contributes important ideas about the purpose of dance and education in urban schools – building towards an inclusive theory of embodied teaching and learning for K-12 urban schools.