Submit a Manuscript to the Journal
Research in Dance Education
For a Special Issue on
Dancing, Parenting, and Professional Challenges
07 January 2022
Dancing, Parenting, and Professional Challenges
Dance educators’ experiences of parenting when dancing and teaching dance while parenting, require myriad professional, personal and highly individual choices that vary widely in terms of when and how dance professionals navigate parenthood. Moreover, becoming a parent, whether planned or unplanned, may align with significant portions of parents’ dance careers. Contemplating when to have a child, foster a child, or adopt a child while navigating a dance career can produce numerous complexities for parents. A growing body of literature examines the intersections of the dancing body, rapidly evolving parental roles, and the discipline-specific hierarchies and practices that uphold or dismantle power and privilege across the dance field (Sanders 2008; Vincent Dance Theatre (2009; Duffy 2018; Musil et al., 2021). This special issue seeks to bring awareness to the ways in which historically and socially-constructed inequities affect parents in dance and how intersectional elements related to identity, opportunity, privilege, power, and authority play out in parents’ lives and career livelihoods. Within the scope of various dance education sectors and settings, this special issue centres on parenting experiences in dance: learning from parents, as parents, and working with parents, to better understand and enhance their lives. Some of the primary factors contributing to parents’ experiences in dance include: timing a pregnancy, fostering or adoption within the context of the dance field; undertaking parenting responsibilities within the frameworks of inflexible job requirements and promotion systems; making space for dance and family life to coexist; negotiating career, family expectations and roles throughout a child’s lifespan; and negotiating bodily changes related to pregnancy or parenting in relation to the physicality of learning and teaching dance. Since the dancing body is central to dance educators’ experiences and their ability to engage students pedagogically and artistically, parents in dance rely on innovative approaches to teaching, training, assessment, creative process, community engagement, and work-life integration.
This special issue seeks to explore issues that pregnant women and parents face as related to perceptions and consequences of significant, sometimes unpredictable bodily changes, and pedagogical adaptations and innovations during pregnancy and parenthood. We welcome contributions that address any of the following themes and related topics:
• Challenges and opportunities for pregnant women and parents working in dance education;
• Perceptions and experiences of pregnancy and parents’ bodies in dance and dance education;
• Historically and culturally situated issues of inequity and marginalisation of parents in dance;
• Organisational, institutional, and workplace policy, support and mentorship practices in dance as related to pregnancy and parenthood;
• Individual and innovative approaches to negotiating dance pedagogy, teaching methods, and artistic practice during pregnancy and/or throughout parenthood.
By exploring lived experiences, emergent political and social issues, and pedagogical adaptations and innovations, this special issue initiates expanded discussion about parents in dance and promotes ideas to positively impact dancing parents and their families, co-workers, employers, institutions, communities, and the dance field at large. Therefore, this special issue asks:
• How do parents and pregnant women in dance navigate professional roles and responsibilities with their own personal and familial obligations and commitments?
• In what ways have perceptions, understandings, and assumptions about parents and pregnant women in dance spaces and workplaces changed, developed, or transformed over time?
• How do parents in dance approach and adapt their bodies to the evolving physical demands of pregnancy and parenthood?
• What role does a particular dance education sector (primary, secondary, private studio or school, postsecondary/tertiary, community dance, conservatory) play in the experiences of pregnant women and parents in dance?
• When considering intersectional identities of gender, race, class, ethnicity, sexual identity, spiritual or religious identity, among others, what additional challenges emerge and affect pregnant women and parents in dance?
• How does parental status affect dance employment and careers? We invite papers addressing issues, ideas or topics that may include (but are not limited to) the following:
• Examination of inclusive dance research, knowledge exchange, and practice in school-based and/or community-based settings that addresses dancing parents’ experiences in teaching, learning, creating, or working with colleagues.
• Engagement with historical, social, political, economic structures and/or educational policy, pedagogy and practice relating to dance and the experience of pregnancy and/or parenthood.
• Exploration of dance, pregnancy, and parenting outcomes relating to, for example, dance and social diversity, widening participation, and/or health and well-being.
• Integration and implementation of women’s and gender studies research, social sciences research, and/or dance science research or somatic practices into the studio teaching environment and/or choreography.
• Exploration of inequities and inequalities affecting pregnant women and dancing parents and the impacts on physical and mental health, well-being, participation, opportunity, inclusion, community, and social engagement.
Theoretical, empirical, mixed-method, case study, autoethnographic and practice-based articles using varied modes of enquiry will be considered.
Deadline for paper submission is 7th January 2022.
We seek contributions of ideally 5000–8000 words addressing any of these suggested issues and focused on Dancing, Parenting and Professional Challenges. When submitting please click the special issue tab on ScholarOne so that the submission can be considered for the special issue. The papers will be read by the Editors and blind reviewed by two peer-reviewers. A decision will be returned that may require major or minor amendments or the paper may be accepted without further work or rejected if the paper is deemed unsound or unsuitable.
The process of review until acceptance can take at least 6 months. If there are more papers submitted than exceed space to print within the special issue, decisions will be made amongst the Editors for the special issue collection and the articles that are not included will be considered within the reviewing process for publication in the main issue.
Papers by previously unpublished authors may be submitted to be considered for the Linda Rolfe New Writers Prize as part of this issue or a main issue. The New Writer’s Prize is an open competition across all the issues of the journal published within the year. Two/three articles will be shortlisted but only one prize will be awarded by the board. The winning article will receive a prize bundle. Please indicate if you wish to enter when you submit your paper by selecting ‘New Writers Prize’ as the manuscript type. Indicate special or main issue in your note to the Editor.
All manuscripts should be submitted online at the Research in Dance Education Manuscript Central site at http://mc.manuscriptcentral.com/crid For further information on the journal and Instructions for Authors, please visit the journal’s dedicated website http://www.tandfonline.com/crid
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