Moving through change

In this article the authors scrutinize their own experiences of dance improvisation with differently bodied dancers and seek to connect this experience to embodied transformative learning. As dance teachers and teacher educators they are concerned that the possibilities and values embedded in embodied learning are only minimally understood in schools and teacher education in Norway, where they work. Embodied transformative learning enables students and teachers to experience new sensations and understandings of themselves as individuals and as members of a community. They can gain insight into the capabilities of others and understand the potential for different and unique students to become dancers and choreographers. These discoveries made in dance improvisation connect to critical and transformative pedagogy as well as to politics.