The power of practice and pedagogy on adolescent identity formation
Susan Turner Radin, EdD Hofstra UniversityThis case study explored the meanings former students made of their participation in a high school dance program informed by holistic and feminist pedagogical principles. Ethnographic tools were used to examine in depth experiences, impressions, and meanings of eight alumni. Participants' perceptions of their dance practice, the meaning it held for them while practicing dance, and the influence it had, if any, on the formation of their identity were explored. Identifying pedagogical practices and meaningful content that were most influential for development was examined.
Methodology
Research Site: A dance program situated in a suburban high school outside NYC.
Participants: 8 alumni purposefully chosen from 70 survey responses representative of a range of age, gender, race, and perspective.
Data Sources: Surveys, 2 interviews with each participant, emails, memos, field notes
Analysis: Rereading transcripts multiple times and out of order, inductive and deductive coding, comparative analysis
Validity: Member checks, triangulation, bracketing and vigilance of bias, discrepant evidence, consistent protocols, thick description
RQ1
What meanings did participants ascribe to the practice of dance?
RQ2
What meanings did participants ascribe to the contexts and processes of the reseach site dance program?
RQ3
How did participation in the dance program,if it did- influence the construction of participants' identities: behavior, beliefs about themselves, their choices, their place in the world, and their approach to life?
Findings
Data derived from surveys, interviews and emails were synthesized into eight in-depth portraits to illustrate the meanings participants made of their dance experiences Although participants made meaning of their experiences in ways unique to their personality and identity needs as an adolescent, analysis of the data revealed the importance of a dance curriculum taught with holistic and feminist pedagogy on participants' identity construction; specifically on the development of their personal voice and expressivity, confidence, ability to collaborate, and appreciation for a diversity of perspectives, abilities, genders and race. Offering a range of content including modern dance, ballet, non-western dance styles, composition, dance history, and LMA taught with this pedagogy promoted the social and emotional well-being of participants, expanded their views about dance and their place in the world, and increased their technical abilities and creativity. The importance of a safe space and a supportive learning culture to participants' well-being, engagement, achievement and identity construction was emphasized. Participants found their dance experiences to be transformational and believed they contributed to their adolescent and adult identity development
Discussion
The meanings participants made of their dance experiences influenced their personal development and identity construction as adolescents and shaped their adult identities Essential components:
Culture: safe, challenging, inclusive, exemplifies a range of ability, body type, race, and experience
Pedagogy: student choice, collaborative learning, open and constructive discourse, scaffolding and play positive reinforcement
Content: diversity of dance styles including non-western styles and partnering, dance composition, dance history, exposure to professional dance Teacher that inspires, supports and challenges students, validates their ideas and feelings, provides guidance, less hierarchical relationships
Educational goals: Progress, process and performance
Opportunities to explore their limits, abilities, creativity and to discover their authentic selves.
Dance practice engaged participants cognitively, physically and emotionally on individual and collective levels, and enhanced their wellbeing
Implications
The implications for this research impact dance education and extend to non-arts education and pedagogy
Importance of culture, pedagogy and content that provides opportunities for personal growth and development of student voice
Accessibility, inclusivity and diversity were essential elements of learning experiences
Practicing dance with this pedagogy during the school day had positive effects on students suffering from anxiety and depression.
Adolescent dance experiences were transformational and their lasting influence on participants' adult identities was clear