Teaching through TikTok: a duoethnographic exploration of pedagogical approaches using TikTok in higher dance education in China and Norway during a global pandemic

Abstract

Considering the COVID-19 pandemic, teaching, and learning encounters in higher education have changed. Online teaching has become routine and a variety of virtual learning platforms are being explored. Within this article we, two higher dance education teachers and researchers, reflect on using TikTok in our work. Taking a duoethnographic approach, we explore engagement with TikTok in our contexts of teaching in higher education institutions in China and Norway. From our duoethnographic dialogue we discuss how TikTok offers an example of a posthuman educational encounter. From there, the idea of how a platform such as TikTok might be able to create a space and place for teaching and learning within a higher education setting is unpacked. Then a reflection on disciplinary specific contribution is given, asking: what can dance offer to the conversation about using a social media platform such as TikTok within higher education? Through reflecting on our pedagogical experiences and cultures, this article reveals that while queries surround the use of social media platforms such as TikTok in higher education, there are benefits in experimentation with such platforms. Specifically, there is value considering the interaction between the human and non-human aspects of teaching and learning in higher education settings. [ FROM AUTHOR] Copyright of Research in Dance Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)