From Hierarchy to Equity: Reorienting the Foundation of Postsecondary Dance Education for the Future

Postsecondary dance programs in the United States have been called upon to reconsider their curricula and pedagogical approaches in relation to racial equity. Historically students enter university with the belief that ballet is the foundation of dance, which is devaluing to dance forms outside ballet. As academia looks to build more inclusive world views of dance, how can dance curricula counter students’ long-held belief that ballet is the foundation of dance? How can curricula expand students’ understanding of dance to decenter a Eurocentric view? To investigate these questions, first-year students in two dance programs completed questionnaires asking for their perspectives on the relationship of race and dance education. The research sought to reveal if and how students’ understanding of the operations of racial hierarchy change or hold stagnant as a result of curricular interventions. This article contextualizes the research findings and outlines interventions for the continued decolonization of dance curricula.