A Preliminary Study on Posthumanist Discourse in Dance Education

Objectives: This study aims to explore dance education from a posthumanist philosophical perspective, adopting a theoretical and exploratory approach. In particular, it examines the core concepts of posthumanism and their applicability to dance education, presenting a preliminary proposal for a dance education program. Methods: This research employed a literature review and case analysis method based on posthumanist theory. Specifically, it examined the technological convergence in the 'Living Archive' project and the ecological dance education practices in iLAND to investigate the educational applicability of posthumanism in dance education. Results: Traditional dance education has often been based on the assumption of a healthy, normative body, limiting the participation of diverse physical identities. However, a posthumanist approach challenges this norm by advocating for the inclusion of all bodily diversities, both disabled and non-disabled, through the concept of ‘disembodied dance education’ facilitated by technology. Furthermore, ecological dance education encourages interaction between human and non-human entities, fostering a sense of coexistence and respect for the natural world rather than objectifying it. Conclusions: Posthumanist dance education, as proposed in this study, transcends conventional physical training by integrating technological and ecological perspectives. It envisions a future-oriented model of dance education where all learners can participate equally, expanding the boundaries of inclusion, diversity, and creative expression within educational settings.