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A phenomenological Study of how dance knowledge is seen through syllabuses in upper secondary schools in Sweden.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
INstitutionen för konst, kultur och lärande, LTU.
2012 (English)In: Nordic Journal of Dance, ISSN 1891-6708Article in journal (Refereed) Submitted
Abstract [en]

This article is about how dance knowledge is seen though syllabuses in the Swedish upper secondary school. The researchers are using Spiegelberg´s method of analysis and the study is focusing upon syllabuses from two different curricula, Lpf94 and Gy11. The study is based on phenomenological philosophy. A phenomenological way of thinking allows that human beings are inter-subjective linked with and within the world. A basic rule and the starting point for research within the philosophy of life-world-phenomenology is to turn towards the things themselves and to be adherent to the things. The analysis of is resulting in two images over how dance knowledge is appearing in the syllabuses. The study shows that dance knowledge is constituted differently between the curricula.

 

Place, publisher, year, edition, pages
2012.
Keyword [en]
Dance, knowledge, phenomenology, syllabuses, assessment
National Category
Pedagogy
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-169853OAI: oai:DiVA.org:uu-169853DiVA: diva2:507862
Available from: 2012-03-06 Created: 2012-03-06 Last updated: 2017-12-07Bibliographically approved

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Ferm Thorgersen, Cecilia

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