Dancing a Curriculum of Hope: Cultivating passion as an embodied inquiry

Celeste N. Snowber


This poetic essay explores embodied knowing within the academy and its relationship between a vibrant place of scholarship and connection to cultivating passion within ways of living and articulating knowledge. The practice of dance is a container for the depths to be drawn out, and poetic inquiry and embodied forms of inquiry are integrated as a place of discovery. The author proposes the presence of the body could be a site for hope, where cultural and ideological differences, break down and invite students into a pedagogy, which honors body, mind, spirit. She asks, what can the body teach us in rediscovering a curriculum of hope?  The limitations and wonder of being human can transcend past cultural constraints to find a place where dance can be a place of play and discovery. Could hope reside in the belly?  Or could unfiltered joy or lament be in the tissues or skin?

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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

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ISSN: 1942-2563