So we can dance! Towards a new inclusive Australian dance curriculum – power, contestations and settlements | Intellect Skip to content
Volume 10, Issue 2
  • ISSN: 1743-5234
  • E-ISSN: 2040-090X



This article uses autoethnographic writing in a research study that encompasses aspects of a personal and professional journey to locate dance within school cultures. Critical Discourse Analysis was utilized to investigate factors impacting on the construction and realization of a dance curriculum for all primary school students in Australia. The investigation is informed by Bourdieuian and Foucaultian approaches to reveal discourses, struggles and the effects of power in the construction of a new school dance curriculum within the context of political and micro-political interests related to dance education. In the neo-liberal context of the globalized idea of a national curriculum, dance as a learning experience in schools is usually located at the bottom of a deeply entrenched curriculum hierarchy. The article provides insight into the dance curriculum deliberation and settlement process, contributing to arts curriculum development research.


Article metrics loading...

Loading full text...

Full text loading...
This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error