Stepping out of bounds: Performing feminist pedagogy within a dance education community

Communication Education

Volumn 50, Issue 2, 2001, Pages 125-143

  Shue, Laura L ^a   Beck, Christina S ^b  

^a BALL STATE UNIVERSITY   (United States)

^b OHIO UNIVERSITY   (United States)

Author keywords

Critical ethnography; Critical pedagogy; Dance; Dance education; Feminist pedagogy; Pedagogy; Teacher performances; Teaching philosophies

Indexed keywords

EID: 0035591099     PISSN: 03634523     EISSN: None     Source Type: Journal    
DOI: 10.1080/03634520109379239     Document Type: Article

References (77)

1. Althusser, L. (1971). Lenin and philosophy. New York: Monthly Review Press.
2. Barker, J. (1993). Tightening the iron cage: Concertive control in self-managing teams. Administrative Science Quarterly, 38, 408-437.
3. Barker, J. (1999). The discipline of teamwork: Participation and concertive control. Thousand Oaks, CA: Sage.
4. Bauman, R. (1977). Verbal art as performance. Rowley, MA: Newbury House Publishers.
5. Bauman, R. (1986). Story, performance, and event: Contextual studies of oral narrative. Cambridge: Cambridge University Press.
6. Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: The development of self, voice, and mind. New York: Basic Books.
7. Bell, E., & Forbes, L. C. (1994). Office folklore in the academic paperwork empire: The interstitial space of gendered (con)texts. Text and Performance Quarterly, 14, 181-196.
8. Book, C., Duffy, G., Roehler, L., Meloth, M., & Vavrus, L. (1985). A study of the relationship between teacher explanation and student metacognitive awareness during reading instruction. Communication Education, 34, 29-36.
9. Braithwaite, C. A. (1997). Sa'ah Naaghai Bik'eh Hozhoon: An ethnographyof Navajo educational communication practices. Communication Education, 46, 219-233.
10. Burrell, N. A., Buzzanell, P. M., & McMillan, J. J. (1992). Feminine tensions in conflict situations as revealed by metaphoric analysis. Management Communication Quarterly, 6, 115-149.
11. Carbaugh, D. (1995). The ethnographic communication theory of Philipsen and associates. In D. Cushman & B. Kovacic (Eds.), Watershed research traditions in human communication theory (pp. 269-297). Albany State University of New York Press.
12. Christensen, L. J., & Menzel, K. E. (1998). The linear relationship between student reports of teacher immediacy behaviors and perceptions of state motivation, and of cognitive, affective, and behavioral learning. Communication Education, 47, 82-90.
13. Claire, R. P. (1993). The bureaucratization, commodification, and privatization of sexual harassment through institutional discourse. Management Communication Quarterly, 7, 123-157.
14. Cockburn, C. (1991). In the way of women: Men's resistance to sex equality in organizations. London: Macmillan.
15. Comstock, J., Rowell, E., & Bowers, J. (1995). Food for thought: Teacher non-verbal immediacy, student learning, and curvilinearity. Communication Education, 44, 251-266.
16. Conquergood, D. (1994). Homeboys and hoods: Grang communication and cultural space. In L. R. Frey (Ed.), Group communication context: Studies of natural groups (pp. 23-55). Hillsdale, NJ.: Lawrence Erlbaum Associates.
17. Conquergood, D. (1991). Rethinking ethnography: Towards a critical cultural politics. Communication Monographs, 58, 179-194.
18. Cooper, C., Orban, D., Henry, R., & Townsend, J. (1983). Teaching and storytelling: An ethnographic study of the instructional processes in the college classroom. Instructional Science, 2, 171-190.
19. Crow, B. K. (1988). Conversational performance and the performance of conversation. The Drama Review, 31, 23-54.
20. Downs, V., Javidi, M., & Nussbaum, J. (1988). An analysis of teachers' verbal communication within the college classroom: Use of humor, self-disclosure, and narratives. Communication Education, 37, 127-141.
21. Emerson, R. M., Fretz, R. I., & Shaw, L. L. (1995). Writing ethnographic fieldnotes. Chicago: University of Illinois Press.
22. Feldman, A. (1991). Formations of violence: The narrative of the body and political terror in Northern Ireland. Chicago: University of Chicago Press.
23. Ferguson, K. (1984). The feminist case against bureaucracy. Philadelphia: Temple University Press.
24. Foucault, M. (1972). The archaeology of knowledge and the discourse on language (A. M. Sheridan-Smith, Trans.). New York: Pantheon.
25. Foucault, M. (1979). Discipline and punish: The birth of the prison (A. M. Sheridan-Smith, Trans.). New York: Vintage.
26. Foucault, M. (1989). How much does it cost for reason to tell the truth? An interview with P. Pasquino in Foucault Live, New York: Semiotexte.
27. Freire, P. (1988). Pedagogy of the oppressed. New York: Continuum.
28. Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs, NJ: Prentice Hall.
29. Geertz, C. (1973). The interpretation of cultures: Selected essays. New York: Basic Books.
30. Gherardi, S. (1995). Gender, symbolism and organizational cultures. London: Sage.
31. Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Granby, MA: Bergin & Garvey Publishers, Inc.
32. Goffman, E. (1959). The presentation of self in everyday life. Garden City, NY: Doubleday.
33. Goffman, E. (1961). Encounters: Two studies in the sociology of interaction. Indianapolis: Bobbs-Merrill.
34. Goffman, E. (1974). Frame analysis: An essay on the organization of experience. Cambridge, MA: Harvard University Press.
35. Gorham, J. (1988). The relationship between verbal teacher immediacy behaviors and student learning. Communication Education, 37, 40-53.
36. Green, M. (1995). Acceptable and unacceptable performances in social roles of female community college presidents. Unpublished doctoral dissertation, Ohio University, Athens.
37. Guerrero, L. K., & Miller, T. A. (1998). Associations between nonverbal behaviors and initial impressions of instructor competence and course content in videotaped distance education courses. Communication Education, 47, 30-42.
38. Hanna, J. L. (1999). Partnering dance and education. Champaign, IL: Human Kinetics.
39. Hall, S. (1985). Signification, representation, ideology: Althusser and the poststructuralist debates. Critical Studies in Mass Communication, 2, 91-114.
40. Hare, A. P., & Blumberg, H. H. (1988). Dramaturgical analysis of social interaction. New York: Praeger.
41. Hines, C., Cruickshank, D., & Kennedy, J. (1985). Teacher Clarity and its relationship to student achievement and satisfaction. American Educational Research Journal, 22, 87-99.
42. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
43. Hymes, D. (1962). The ethnography of speaking. In T. Gladwin & W. Sturtevant (Eds.), Anthropology and human behavior (pp. 13-53). Washington, DC: Anthropological Society of Washington.
44. Joyce, M. (1994). First steps in teaching creative dance to children (3rd ed.). Mountain View, CA: Mayfield Publishing Company.
45. Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
46. Lindlof, T. R. (1995). Qualitative communication research methods. Thousand Oaks, CA: Sage.
47. 8
48. Menzel, K. E., & Carrell, L. J. (1999). The impact of gender and immediacy on willingness to talk and perceived learning. Communication Education, 48, 31-40.
49. nd ed.). Thousand Oaks, CA: Sage.
50. Mumby, D. K. (1997). The problem of hegemony: Rereading Gramsci for organizational communication studies. Western Journal of Communication, 61, 343-375.
51. Murphy, A. G. (1998). Hidden transcripts of flight attendant resistance. Management Communication Quarterly, 11, 499-535.
52. Murray, R. L. (1963). Dance in elementary education (2nd ed.). New York: Harper and Row.
53. Murray, R. L. (1981). A statement of belief. In G. A. Fleming (Ed.), Children's Dance (pp. 5-7). Reston, VA: American Alliance for Health, Physical Education, Recreation and Dance.
54. Nussbaum, J. (1992). Effective teacher behaviors. Communication Education, 41, 167-181.
55. Park-Fuller, L. (1991, November). Learning to stage a learning experience: The teacher as director. Paper presented at the national convention of the Speech Communication Association, Atlanta, GA.
56. Perkins, S. J. (1994). Toward a rhetorical/dramatic theory of instructional communication. Communication Education, 43, 222-235.
57. Philipsen, G. (1975). Speaking "like a man" in Teamsterville: Culture patterns of role enactment in an urban neighborhood. Quarterly Journal of Speech, 61, 13-22.
58. Philipsen, G. (1992). Speaking culturally. Albany: State University of New York Press.
59. Pineau, E. L. (1994). Teaching is performance: Reconceptualizing a problematic metaphor. American Educational Research Journal, 31, 3-25.
60. Powell, J. P., & Andresen, L. W. (1985). Humor and teaching in higher education. Studies in Higher Education, 10, 79-90.
61. Said, E. W. (1978). Orientalism. New York: Pantheon Books.
62. Sallinen-Kuparinen, A. (1992). Teacher communicator style. Communication Education, 153-166.
63. Sanders, J. A., & Wiseman, R. L. (1990). The effects of verbal and nonverbal teacher immediacy on perceived cognitive, affective, and behavioral learning in the multicultural classroom. Communication Education, 39, 341-353.
64. Scott, J. W. (1992). Experience. In J. Butler & J. W. Scott (Eds.), Feminists theorize the political (pp. 22-40). New York: Routledge.
65. Shapiro, S. B. (1998). Dance, power, and difference: Critical and feminist perspectives on dance education. Champaign, IL: Human Kinetics Publishers, Inc.
66. Smith, C. (1998). On authoritarianism in the dance classroom. In S. B. Shapiro (Ed.), Dance, power, and difference: Critical and feminist perspectives on dance education (pp. 123-148). Champaign, IL: Human Kinetics Publishers, Inc.
67. Smith, R. C., & Eisenberg, E. M. (1987). Conflict at Disneyland: A root-metaphor analysis. Communication Monographs, 54, 367-380.
68. Sprague, J. (1992). Expanding the research agenda for instructional communication: Raising some unasked questions. Communication Education, 41, 1-25.
69. Stinson, S. W. (1998). Seeking a feminist pedagogy for children's dance. In S. B. Shapiro (Ed.), Dance, power, and difference: Critical and feminist perspectives on dance education (pp. 23-48). Champaign, IL: Human Kinetics Publishers, Inc.
70. Timpson, W. M., & Tobin, D. N. (1982). Teaching as performing: A guide to energizing your public presentation. Englewood Cliffs, NJ: Prentice-Hall.
71. Townsley, N. C., & Geist, P. (1999). The discursive enactment of hegemony: Sexual harassment and academic organizing. Paper presented at the annual meeting of the National Communication Association, Chicago, IL.
72. Trethewey, A. (1997). Resistance, identity, and empowerment: A postmodern feminist analysis of clients in a human service organization. Communication Monographs, 64, 281-301.
73. Turner, V. W. (1986). The anthropology of performance. New York: PAJ Publications.
74. nd ed.). Oxford, UK: Basil Blackwell.
75. Wieder, D. L., & Pratt, S. (1990). On being a recognizable Indian among Indians: In D. Carbaugh, (Ed.), Cultural communication and intercultural contact (pp. 45-64). Hillsdale, N.J.: Lawrence Erlbaum Associates.
76. Yanow, D. (1996). How does a policy mean?: Interpreting policy and organizational actions. Washington: Georgetown University Press.
77. Yook, E. L., & Albert, R. D. (1999). Perceptions of international teaching assistants: The interrelatedness of intercultural training, cognition, and emotion. Communication Education, 48, 1-17.