Giuliana Blasi Humanities and Social Science
Dance Learning and Situated Social Practice
Dance Learning and Situated Social Practice” examines how social position, culture, and community influence learning processes and outcomes in youth dance programs. In this investigation, I ask: How do interactions between identity, culture, and community mediate students’ learning experiences in dance programs across different genres? This summer, I will conduct an ethnographic case study at AileyCamp- a dance and youth development program for underprivileged middle school aged children. To focus on the sociocultural aspects of learning, I am using situated social practice theory as a conceptual framework to describe how community practice mediates adolescents’ experience of dance education.