Call for articles, Special Issue: Dance in Cross-Sectoral Educational Collaborations

This Call has a two-step procedure:

Deadline for article abstract submissions: 01.05.2022.

Please submit an abstract to tone.pernille.ostern(at)ntnu.no consisting of:

• 300 word abstract
• name(s) and affiliation(s) of authors
• suggested literature to be used in the article

Deadline for full article submissions of accepted abstracts: 01.12.2022

Proposed publication of special issue in 2023.

Arts and culture cross-sectoral collaborations have become common in the educational sector. With “arts and culture cross-sectoral educational collaborations” we mean when a formal or informal educational institution or organisation like school, teacher education, or informal educational initiative invite an artist or arts company from the arts field to work with artistic processes in the educational institution as teaching artist or teaching dance company. These cross-sectoral collaborations are there for a number of reasons, but primarily to initiate, improve, strengthen, and enhance opportunities for children and young people to meet, engage with, create, and learn in, through, with, and about arts and culture. Another reason might be to enhance professional as well as organisational learning in exchange and knowledge development between teachers, artists and institutions. Examples of established cross-sectoral arts and culture partnerships are the Lincoln Center Institute in the USA, Creative School in Sweden, Listaleypurin in the Faroe Islands, and The Cultural Schoolbag in Norway, but there are also many less formalised collaborations going on in different geo-political contexts that are of interest for this special issue. The contexts for arts in general, and dance in particular, differ in different geopolitical landscapes, but nevertheless, international policy papers and reports show that the arts and culture in kindergartens, schools and teacher education specifically need support, strengthening, and more research (UNESCO, 2006, 2010; Winner, Goldstein, & Vincent-Lancrin, 2013).

With this as background, this special issue is motivated by a belief that cross-sectoral educational collaborations are needed and have value (see, for example Fortier & Coulter, 2021). However, there is a lack of research about the possibilities and challenges that such cross-sectoral educational collaborations bring about, and this is what this special issue seeks to open for. Researchers argue that “although partnership models in education and teachers’ collaborative practices have been analytically discussed (Bainer, 1997; Verger, 2012), there is a dearth of research concerning how schools experience and respond to these alliances” (Yeal & Yarm, 2018, pp. 649-650). There is thus need for more research, and specifically research which includes perspectives from the educational sector. To this special issue we therefore invite research contributions with focus on dance in cross-sectoral educational collaborations, and how teachers, dancers, choreographers, student teachers, and other possible participants such as curators, producers, leaders, and administrators together develop, organise, and implement dance collaborations with school, teacher education or other formal or informal educational institution as the context. We specifically invite authors across such cross-sectoral collaborations to co-author their research articles for this special issue.

Possible themes can be, but are not limited to

• • How teachers, teacher educators and/or student teachers organise, develop, implement and carry out collaborations with external choreographers, professional dancers and/or dance teachers.
  • How planning, pre-workshops among participants, or other preparatory actions before the actual school, teacher education, or other educational institution practice might support transformational mutuality.
  • How specific theoretical and/or methodological framing of dance in cross-sectoral educational collaborations influence, change and/or challenge the collaboration.
  • How previous research about arts and culture cross-sectoral partnerships is utilised and possibly added to or challenged through dance in cross-sectoral educational collaborations.
  • How aesthetic experiences and knowledge are perceived and negotiated among participants in dance in cross-sectoral educational collaborations.
  • Analysis of obstacles, friction and tension that might arise, why they arise, and how they are solved in dance in cross-sectoral educational collaborations.
  • How dance in cross-sectoral educational collaborations might critically challenge stereotypes or colonial knowledge systems or uneven power distribution among participants in different positions such as school teachers, choreographers or student teachers.
  • How school leadership and/or project leadership influence, support, or complicate  dance in cross-sectoral educational collaborations.
  • How collaborations with other arts subjects influence, support, or complicate dance in cross-sectoral educational collaborations.
  • Dance in cross-sectoral educational collaborations across geopolitical spaces.
  • Dance and technology in cross-sectoral educational collaborations.

Funding

This special issue will have no article processing charge because of support by the Research Council of Norway funded research project pARTiciPED: Empowering student teachers for cross-sectoral collaborations with The Cultural Schoolbag (TCS) in Norwegian Schools with project leader Kristine Høeg Karlsen / Østfold University College. A maximum of 10 articles will be accepted for the special issue. Research-based articles about dance in all kinds of cross-sectoral educational collaborations in different geo-political contexts are welcome for submission and will be considered for peer-review. Varied theoretical and methodological approaches are welcome for submission.

Languages

Article submissions in English, Norwegian, Swedish or Danish are welcome.

 

References:

Bainer, B. L. (1997). A comparison of four models of group efforts and their implications for establishing educational partnerships. Journal of Research in Rural Education, 13, 143-152.

Fortier, J. P., & Coulter, A. (2021). Creative cross-sectoral collaboration: A conceptual framework of factors influencing partnerships for arts, health and wellbeing. Public Health, 196, 146-149.

Eyal, O., & Yarm, M. (2018). Schools in cross-sector alliances: What do schools seek in partnerships? Educational Administration Quarterly, 54(4), 648-688.

UNESCO. (2006). Road Map for Arts Education. The World Conference on Arts Education. Creative Capacities for the 21st Century. Lisbon, 6-9 March 2006. http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CLT/CLT/pdf/Arts_Edu_RoadMap_en.pdf

UNESCO. (2010). The Second World Conference on Arts EducationSeoul Agenda: Goals for the Development of Arts Education. http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CLT/CLT/pdf/Seoul_Agenda_EN.pdf

Verger, A.  (2012).  Framing and selling global education policy: The promotion of public–private partnerships for education in low-income contexts. Journal of Education Policy, 27, 109-130.

Winner, E., Goldstein, T.R., & Vincent-Lancrin, S. (2013). Why arts education? Summary and conclusions. In E. Winner, T.R. Goldsteing & S. Vincent-Lancrin, S. (Eds.),  Art for Art’s Sake? The Impact of Arts Education (pp. 249-266). OECD Publishing