Professional contemporary dancers becoming mothers: navigating disrupted habitus and identity loss/evolution in a UK context

IF 0.8 3区 艺术学 0 DANCE
A. Pickard, Anna Ehnold-Danailov
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引用次数: 0

Abstract

ABSTRACT There is a paucity of research into female-identifying dancers as parents, how the transition from dancer to pregnancy to parent is managed, and whether and how a dancing parent can maintain a career in dance. This paper shares findings from a qualitative interview study with (n = 30), predominantly female professional contemporary dancers that have become parents and are working within the contemporary dance industry in the UK. It uses Pierre Bourdieu’s conceptual framework of belief and practice to make greater sense of how the dancers navigate becoming parents and the disruption to their dancer’s habitus and embodied identity, as they attempt to manage work-family conflicts within contemporary dance. Findings reveal that when the dancers became a parent the disrupted taken-for-granted norms and expectations of the dancer’s habitus and identity as a dancer, intensified the fragility of lives and livelihoods and brought new physical, psychological, social and economic vulnerabilities. The dancers in the study shared experiences of barriers, but also enablers for dancers that are parents within the contemporary dance industry in the UK, with examples of managing transition, evolution of identities and capital gain.
专业当代舞者成为母亲:在英国背景下导航中断的习惯和身份丧失/进化
摘要:关于女性将舞者视为父母,如何从舞者怀孕过渡到为人父母,以及舞蹈父母是否以及如何维持舞蹈事业的研究很少。本文与(n = 30),主要是女性职业当代舞者,她们已经为人父母,并在英国当代舞蹈行业工作。它利用Pierre Bourdieu的信仰和实践概念框架,更好地理解舞者如何成为父母,以及对舞者习惯和具体身份的破坏,他们试图在当代舞蹈中处理工作与家庭的冲突。研究结果表明,当舞者为人父母时,对舞者习惯和舞者身份的理所当然的规范和期望被打乱,加剧了生活和生计的脆弱性,并带来了新的身体、心理、社会和经济脆弱性。研究中的舞者分享了障碍的经历,但也分享了英国当代舞蹈行业中为人父母的舞者的推动者,并举例说明了管理转型、身份演变和资本收益的例子。
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来源期刊
CiteScore
2.50
自引率
30.00%
发文量
35
期刊介绍: Research in Dance Education aims to inform, stimulate lively and critical debate and promote the development of high quality research and practice in dance education. The journal is relevant to dance academics, teachers and learners. The journal includes contributors from a wide and diverse, international community of researchers. This extends to all aspects of dance in education, providing opportunities for both experienced and less experienced researchers. The journal encourages a wide range of research approaches and methods, in a forum for debate. Issues related to pedagogy, philosophy, sociology and methodology in relation to creating, performing and viewing dance in various contexts are welcome. The role and value of dance as part of arts education and the connections with other arts practitioners is also supported. The research field of Research in Dance Education includes for example: all phases of education, pre-school to higher education and beyond; teaching and learning in dance, theory and practice; embodiment; new technologies; systematic reviews of literature; professional dance artists in education; learning in and through dance; aesthetic and artistic education; dance and the arts; dance and physical education; training dance teachers: initial teacher education, continuing professional development, dance degrees, and professional dance training; examination dance; dance therapy; special educational needs; community dance and youth dance; dance in society: gender, ethnicity, class, religion, economics; psychological issues: self esteem, motivation, body image; creativity; philosophy and the arts; research methods and methodologies.
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