Abstract

In teaching and facilitating dance in community and educational contexts, in what way does being “able bodied” while working with disabled/non-disabled participants/students require sensitivity and negotiation? What status issues arise in such a pedagogical context? This presentation seeks to identify and unpack some of the negotiations, issues and challenges this problematic engenders from a dance teacher’s ‘self-narrative’ point of view. To have a meaningful and respectful dialogue while marking multiple privileges challenges one’s own practice and it can be argued that much is gained from this.