Izvorni znanstveni članak
https://doi.org/10.15176/vol57no206
The Pedagogical Relationship as Context Change Potential in Ballet Education
Mihaela Devald Roksandić
; Zagreb
Sažetak
This paper explores ballet education from a pedagogical perspective, viewing it primarily as an educational process. In this sense, oppressive pedagogical practices are analyzed, defined as attitudes and values that are traditionally transmitted from one generation to the next within the ballet educational hierarchy without critical questioning. The paper focuses on the Rights of the Child and their human rights in the educational process, analyzing the discriminatory patterns of child selection that continue to exist in ballet schools around the world even today. Thus, the focus shifts from what is “important to the profession” to regarding the best interests and welfare of the child in the ballet educational process. The approach is qualitative, and based on autoethnography, where various personal experiences are included, experiences gained through education, dancing and teaching. Based on these experiences and theoretical research, the paper attempts to offer a change in the process of ballet education and finds it precisely in its pedagogical contribution to ballet pedagogy. The needed change is the shift in the quality of the teacher-student relationship, and it is presented as a pedagogical relationship because it is the awareness and articulation of all segments of the pedagogical relationship that bring about the potential change that is necessary for the ballet education process. The articulation of the pedagogical relationship as a basic pedagogical concept still respects the demands of ballet art, but at the same time does not neglect the child’s position within ballet education as well as the child’s best interest in it.
Ključne riječi
Hrčak ID:
248316
URI
Datum izdavanja:
21.12.2020.
Posjeta: 1.404 *