Breaking Barriers
Representation In Dance Education Dance organisations, exam boards, students, teachers, companies and dance professionals came together to create a resource designed to amplify the voices of global majority dance artists in education. As the resource launches, Dance in Education Manager Jo Gatenby speaks to some of the project’s partners on the intention for the resource and the need for change. In the wake of the Black Lives Matter movement and surrounding conversation on the need for increased inclusivity in dance education, the Decolonising the Dance Curriculum Roundtable was formed. The Roundtable worked together to create a resource to celebrate global majority dance work in the sector, increase representation and affect positive change in dance education.
Mohika Shankar
Kashish Gaba
One Dance UK’s Dance Ambassadors Mohika Shankar and Kashish Gaba share their thoughts from a youth perspective.
Photos: Top: Chris Nash, Right: K. Gaba
Shobana Jeyasingh Dance’s Material Men
Why do you think there is a need for change in dance education? Kashish: The process of ‘decolonisation’ and working towards wider representation in dance education is not just for the benefit of the underrepresented. In addition, it should reflect a wider understanding of movement, arts and cultures which will inform our future leaders. Dance education in the UK has been inward facing for a long time, and through opening up our practice to more global communities, we can offer a more equitable education in dance. 40 The One Dance UK Magazine | Spring 2022
Which featured artist inspires you on the resource and why? Mohika: I have been inspired by the breadth of projects produced, supported, and delivered by Akademi, London. As a student of an Indian classical dance form, Kathak, it is so heart-warming to see the initiatives taken by Akademi, and similar organisations, in developing and nurturing classical, contemporary, popular, and participatory South Asian dance across the UK. What has your involvement been with the Decolonising the Dance Curriculum Roundtable? Kashish: It was a wonderful opportunity to meet like-minded artists, educators and representatives from leading organisations. As a
One Dance UK Dance Ambassador, my shorter-lived experience in ‘the sector’ never became an issue in the conversations. I contributed to setting up short term and long-term goals for the group. I even had a chance to add to the resource list. What are your hopes for the future of dance education? Mohika: In an ideal world, I hope that all children and young people, regardless of their background, where they live in the UK, starting point or financial status have equal access to high-quality dance in school and out of school.
