“Still colourblind”: using mapping and interviews with former students to explore racial and ethnic diversity in university dance programs in Canada
| dc.contributor.author | Markwart, Elizabeth | |
| dc.contributor.examiningcommittee | Yi, Kyoung June (David) (Kinesiology and Recreation Management) | en_US |
| dc.contributor.examiningcommittee | Litwiller, Fenton (Kinesiology and Recreation Management) | en_US |
| dc.contributor.supervisor | Strachan, Leisha | |
| dc.date.accessioned | 2022-10-06T20:35:40Z | |
| dc.date.available | 2022-10-06T20:35:40Z | |
| dc.date.copyright | 2022-10-06 | |
| dc.date.issued | 2022-08-31 | |
| dc.date.submitted | 2022-09-26T14:08:12Z | en_US |
| dc.date.submitted | 2022-10-06T16:58:54Z | en_US |
| dc.degree.discipline | Kinesiology and Recreation Management | en_US |
| dc.degree.level | Master of Arts (M.A.) | en_US |
| dc.description.abstract | Dance is a form of cultural expression spanning all nations, showcasing ceremony, community, and/or performance for pleasure (Anderson, 2018). However, within the university setting, there is a hierarchy of genres, with superiority being based on race and ethnicity. As dance can be a connection to culture and ancestry, being given permission to explore cultural identity through movement may yield a deeper understanding of self, culture, and their significance on society (Zhang et al., 2020). This interpretive study uses critical race theory (CRT) as a lens for deciphering the system of oppression felt by university dance students with regard to representation, recruitment tools, and curriculum. Reflexive thematic analysis (Braun & Clarke, 2013) is used for web-based content and semi-structured interviews. This study seeks to answer: How is racial and ethnic diversity perceived by students in dance departments in Canadian universities? Web-based data coupled with interview answers confirm a lack of racial and ethnic representation in faculty members, student base, and course content which directly affects career viability, research opportunities, and stunted educational evolvement. The results revealed themes including: a) early indoctrination of acceptability, b) how career goals changed with exposure, c) witnessing of hegemony or diverse representation, c) the importance of mentorship, and d) lack of course diversity. Participant experiences have left them with little hope of change in this context, without great effort at all levels of Canadian dance. | en_US |
| dc.description.note | February 2023 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/36944 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | dance | en_US |
| dc.subject | higher education | en_US |
| dc.subject | racism | en_US |
| dc.subject | interpretivism | en_US |
| dc.subject | constructivism | en_US |
| dc.subject | critical race theory | en_US |
| dc.title | “Still colourblind”: using mapping and interviews with former students to explore racial and ethnic diversity in university dance programs in Canada | en_US |
| dc.type | master thesis | en_US |
| local.subject.manitoba | no | en_US |