Abstract:
In a global age, dance educators can learn from sharing each others practices and contexts. This paper examines teachers' stories from Australia, Hong Kong and New Zealand with a view to analyzing themes that may fuel future dance education practice: The paper builds on research by Buck (2003), Chan (2005) and Meiners (2005), identifying common issues around meanings of dance, curriculum, children and teaching and learning. By listening to teachers' stories, and noting their approaches and policy environment, we may learn about common barriers and opportunities that might assist the future provision and growth of dance education internationally.
