Fire in the Dance Studio: Paulo Freire, Critical Pedagogy and Dance in Schools

This chapter explores the application of Freire’s critical pedagogy a secondary school dance department in Poplar, East London. Drawing on concepts such as humanisation, liberation, banking education and problem-posing, the chapter examines using dance to challenge hierarchies in education. Set against the cultural backdrop of grime music and a working-class, multicultural student population, the chapter highlights the transformative potential of Critical Dance Pedagogy. We discuss incorporating popular culture, such as grime, into dance lessons created a relatable and inclusive learning environment that addressed issues of identity, class and race. We focus heavily on how these genres engaged the multicultural working-class student’s she taught. The department’s approach resisted neoliberal educational pressures and redefined success as artistic expression and collective empowerment. By engaging with themes of oppression and agency, this chapter underscores the importance of integrating students’ cultural and social contexts into pedagogy to create meaningful educational experiences. Ultimately, it advocates for expanding Freirean principles beyond dance and into broader educational and community initiatives to achieve greater social transformation.