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Alexia is a US born, white-bodied, Mixed race, cis, queer, abled Latina with Indigenous and colonial-settler ancestries. She enacts community-based antiracist and decolonizing practices as a teacher educator, dancer, and educational scholar. Alexia holds a certificate in Embodied Social Justice and studies liberatory and anti-oppressive pedagogies and curriculum design in dance/somatic-, teacher-, and early childhood- education. https://www.alexiabuono.com/.
In this article, the authors (then two doctoral students) describe their methodology of engaging in an interdisciplinary, collaborative doctoral arts-based research (ABR) project. Education and the arts were integrated utilizing dance methods of bodily writing and performative inquiry to strengthen the analysis of dissertation findings in the field...
There has been considerable distress in early childhood classrooms due to a cultural bias of Cartesian dualism, which has led to the bullying and disappearance of Body in education. Efforts of bringing about shifts in pedagogical practices toward holistic, bodily views of the self must be supported and developed. However, with classrooms that are f...
This article describes dance/STEAM-based educational workshops for 3rd and 4th graders at a local science museum led by the artistic director and members of a professional dance company and supported by a large university research community. The overarching pedagogical goal was to use dance to learn about science and science to learn about dance. T...
Somatic movement literacy is when one is literate in Body, making meaning from somatic experiences. It is not just developing an understanding about the body, objectively. Oriented around somatics and embodied cognition, this article will present a framework of somatic movement literacy developed by Paul Linden to be mapped onto arts-based, phenome...
My article will focus on the details of my interdisciplinary methods (phenomenological and dance-based research methods) and will highlight how the epistemology surrounding them, as well as their implementation, support a particular view of education & pedagogy (philosophy of education), particularly for ECE. The view includes: Body-celebrated, somatic, Humanistic Learning Theory, and possibly existential. The in-progress title of this article is:
Re-embodying the data: How Dance-based and Phenomenological Research Methods Honor the Bodily Experiences and Voices of Young Children
This article will focus on the details of my interdisciplinary methods (phenomenological and dance-based research methods) and will highlight how the epistemology surrounding them, as well as their implementation, support a particular view of education & pedagogy (philosophy of education), particularly for early childhood education. The view includes: Body-celebrated, somatic, Humanistic Learning Theory, and possibly existential.