Decentering Power: Students as Partners in Dance Education

Abstract

Abstract This article aims to examine the integration of Students as Partners (SaP) in dance education. An SaP teaching framework has been embraced by academic educators from various disciplines to improve engaged learning. To encourage autonomy and choice making in their education, students can partner with faculty to design a dance curriculum. Qualitative evidence supports the claim that SaP can promote an experience of partnered reciprocity and balanced give and take of leadership, guidance, and support. In turn, SaP promotes equity and inclusion in dance education and, by proxy, the profession through relational diversity and a centering of the student experience.