Masculinity, Intersectionality and Identity: Why Boys (Don’t) Dance

Foreword
Contents
Notes on Contributors
List of Tables
Chapter 1: Introduction
	Praxis and Critical Pedagogy
	Masculinity and the Dancing Body
	Engaging Intersectionality
	Toward a Queer Theorization of Masculinity
	Organization of the Book
	Education | Schooling Masculinity in Dance Education and Training
	Culture | Gendering Dance Participation, Performance, and Pedagogy
	Identity | Moving Identities in Dancing Bodies
	References
Part I: Education | Schooling Masculinity in Dance Education and Training
	Chapter 2: Understanding the Community College Male Dance Experience
		Early Opportunities and Obstacles
		Men’s Community College Dance Experiences
		Leaving Dance Studies Behind
			Cultural Identity and Masculine Responsibility
			Rethinking Role Models
		Community Dance Comes Full Circle
		Further Thoughts
		References
	Chapter 3: Generalist Elementary Male Teachers Advocating for Dance and Male Dancers
		Belonging in Schools
		Contextualizing the Pilot Study, the Approach and Aims for Advocacy
		Experiencing, Advocating, Belonging
		Approaching Dance Education Issues as an A/r/tographer
		Understanding the Living Inquiry
			The Participants’ Living Inquiry
			The A/r/tographic Renderings
		Toward De-stigmatization of Males in Dance
		References
	Chapter 4: Listening to Why Boys (Don’t) Dance: Creating Inclusive Dance Experiences for Boys
		Gender, Sexuality, and Dance
		Dance Pedagogy and Meaningfulness
		Boys’ Experiences in Dance
		Theoretical Framework
			Child-Centered Research Approach
			Write, Draw, Show, Tell, Emoji
		Freestyling of Masculinity
		Recognizing Boys’ Emotions Toward Dance
			Dance as an Exclusive Space
			Hijacking Dance
			Team Dance
			Mindful Dance
		Boys Aloud!
		References
	Chapter 5: Dancing Boys and Men: Negotiating Masculinity and Sexuality
		Methodology
		Starting to Dance
			Boys’ Experiences of Dancing
			The Pleasure of Dancing
			Young Men Negotiating Dance and Masculinity
		Bringing Dance to Boys and Boys into Dance
		Closing Thoughts on Masculinities, Sexualities, and Dance
		References
Part II: Culture | Gendering Dance Participation, Performance, and Pedagogy
	Chapter 6: Parental Perspectives on Their Sons’ Motivation to Dance
		Introduction
		Methodology and Analysis
			Method
			Analysis
				A Difficult Career Choice for My Son
				Affective Experiences of Dance Parents
				Hopes for My Son’s Future
				My Son’s Intrinsic Motivation
				Balancing Family Life Demands
				Judgment and Bullying Concerns
				My Son Benefits from Dance Participation
		Discussion of Findings
		References
	Chapter 7: Masculinities and Performativities in Native American Dance
		Native American Epistemologies, or: Why Does Dance Matter?
		Masculindians
		Dancing Masculindians
		Performativities
		Imperative Versus Resultant Performativities in Powwows
		Colonial Masculinities and Resultant Performativities
		Masculinities Created Through Imperative Performativities
		References
	Chapter 8: Dancing Between Queer Failure and Participatory Pedagogy
		Contexts: Coming Out With Purpose
			Queer Failure and Men Who Dance
		Research Design and Methods
		Discussion
			Ideas of Queer Failure
			Experiences of Queer Failure in Conservatoire Contexts
			Imperfection as Orientation
		References
	Chapter 9: Marketing Dance to Boys and Men: New, Complex and Dynamic Practices of Masculinities
		Analyzing the Marketing of Dance Organizations
		Mislabeling Dance as “Just for Girls”
		Offer “Boy-Friendly” Dance
		Cultivate an “All-Singing, All-Dancing Boy”
		Overcoming Men’s Reluctance to Dance
		Cultivating the “(Hetero)sexy Male Dancer”
		Discussion
		Intersectionality: What Is Missed, Silenced?
		A Piecemeal Change: Same Old Marketing Strategies With Some Postfeminist Updates
		References
	Chapter 10: Fear, Coping and Peer Support in Male Dance Students’ Reflections
		Introduction
		Investigating the Reflections of Men in Dance Education
		The Peer Group as a Safe Space
		Marginalization, Social Stigma, and Fear
		Coping
		Supporting Boys in Dance Education
		Conclusions
		References
Part III: Identity | Moving Identities in Dancing Bodies
	Chapter 11: A Course on Movement Enhancement Skills for Men
		My Journey into Dance
		Why Dance?
		Acknowledging the Technology of the Circle
		Agreements in My Studio Space
		Ice-Melting
		Cultivating Student Interest
		Daily Practice: We Begin Again
		See/Seen: So, We Begin Once Again
		Building Trust: Beginning Again to Lead a Community
		Journaling: Reflection on Beginning Again
		Transformation: The Hope of Beginning Again
	Chapter 12: Black Bodies Dancing Defiance: Deez Nuts!
		A Methodology
		Masculinities in Black
		“He is the Kid That be Dancing”: Moving Through Heteronormative Approval
		Modern Dance Makes You Gay: The Burden of Queer Designation
		Musings: Toward Conclusions…
		References
	Chapter 13: Pink Feathers in the Ballet Closet: Three Gay Remakes of Swan Lake
		Three Gay Swan Lakes
		Gay Cultures and Queer Politics
		The Ballet Closet
		Training Gender
		Gay Men and The Pas de Deux
		Femininity and Gay Shame
			Swan Lake (1995)
			The Hypochondriac Bird (1998)
			Swan Lake, 4 Acts (2005)
		Conclusion: Looking Back
		References
	Chapter 14: Hypermasculinity Makes the Queer Boy Faint
		One Type of Boy Emerges
		Straighten Up or Get Left Behind
		Not Gay Enough
		The Binary Is Strong
		Fear of the Queer
		From Student to Teacher and Gay to Queer
		Women to the Rescue, Not So Much
		Falsehoods and False Promises in Dance
		We Are Family
		Representation Matters
		Here We All Are
		References
	Chapter 15: Dancing a Love/Hate Relationship: A Case Study on Lingering Aspirations
		Early Beginnings in Dance
		Finding Himself In and Out of Dance
		“Love/Hate” Relationship
		Body Image
		Negative Experiences in Dance
		Lack of Support
		Bullying, Sexual Identity, and Shame
		Lingering Aspirations
		A Call for Humanizing Dance Pedagogy
		References
	Chapter 16: Afterword(s)
Index