Within leisure studies, research has focused on the role of ethnocultural specific leisure activities and ethnocultural maintenance among minority groups. According to Stodolska (2000), traditional leisure activities can help facilitate the retention of desired cultural elements. The purpose of this qualitative study was to examine dance teachers’ perception of the relationship between participation in ethnic cultural dance, ethnic cultural maintenance, sense of place and belongingness in a multicultural society. A phenomenological approach was used to analyze open ended interviews with participants. Purposive sampling was used to select participants based on the following parameters: participants were required to be a current or former teacher or teaching assistant of the Romiosyni Dance Group [RDG], in Halifax, Nova Scotia, Canada and, were required to have had their role for at least one year during the past 10 years. In total 16 interviews were conducted. The findings from this study suggest that ethnic dance taught in the RDG in Halifax, Nova Scotia, positively impacts ethnocultural identity and ethnocultural maintenance for members of the group. Furthermore, it seems that the ethnocultural leisure activity of ethnic dance plays a vital role in creating a sense of place and belongingness in a multicultural society and promoting multiculturalism in the city of Halifax. Finally, participants identified that the RDG played a more significant role in providing opportunities for ethnocultural maintenance when compared to other ethnocultural leisure services in the Greek Community of Halifax.

This study aims to analyse the use of performance, particularly dance, as a useful didactic tool for the development of linguistic and sociocultural competence in the learning field of Spanish as a foreign language. This professionalizing research is carried out through a comparative analysis of the application of a didactic proposal in two different Spanish learning contexts: an academic institute in the United States and a swedish secondary school.The data, gathered through the interpretative analysis of the responses provided in questionnaires given to the students and teachers at the end of the class and also through the observation process of the sessions, evidence that dance could support the development of linguistic competence since it creates a relaxed learning environment where learners assess their language skills and moreover, generates emotions that promote the specific use of linguistic elements when interaction occurs. Besides, the results demonstrate that the choice of the kind of dance (traditional-folk dance and ethnic dance) and the authenticity of the materials made possible to further the development of cultural competence. / En esta investigación se aborda el uso del performance, y en particular la danza, como un recurso didáctico útil para el desarrollo de la competencia lingüística y sociocultural, en el ámbito de aprendizaje del español como lengua extranjera (ELE). Se trata de un trabajo profesionalizador en el que se realiza un análisis comparativo de una propuesta didáctica puesta en práctica en dos entornos de aprendizaje ELE distintos: un contexto académico estadounidense y un instituto de secundaria sueco.Los datos, obtenidos a través del análisis de las respuestas proporcionadas en los cuestionarios entregados a los alumnos y a los docentes al finalizar el proyecto didáctico y también a través de la observación en el aula de las distintas sesiones, evidencian que la danza puede favorecer el desarrollo de la competencia lingüística puesto que establece entornos de aprendizaje relajados donde los aprendientes ponen a prueba sus destrezas lingüísticas y además provoca emociones que promueven el uso específico de elementos lingüísticos cuando ocurren interacciones. Además, los resultados demuestran que la elección de un tipo de danza (la tradicional-folclórica y la étnica) y la autenticidad de los materiales permitieron también el desarrollo de la competencia sociocultural.

Ukrainian dance is a popular means of expressing Ukrainian cultural affiliation, for the dancers as well as for the audience. It also performs a didactic function by sanctioning specific identities through the instruction and presentation of dances. This thesis examines the interaction of politics and the arts in shaping these identities in Saskatchewan.<p>By tracing the establishment and development of staged dance, this thesis explores the formation of the Ukrainian Canadian identity in the twentieth century. Through analysis of primary documents, archival footage, and interviews with leaders in the dance community, a record of the development of Ukrainian dance in Saskatchewan has been created. As the reasons for the dances changed over time due to internal and external pressures, so did the dances and identities that were expressed and encouraged.<p>This study also reveals that dance and politics are inextricably intertwined in the province. An internal nationalist / progressive political division shaped Ukrainian Canadian identity and the expression of that identity, including dance. Politics were imposed through control over the locations of dance training and performance. The legitimacy of the political divide, however, was challenged in the postwar period as artistry and aesthetics were emphasized. Political influence upon Ukrainian dance also extended beyond the Ukrainian Canadian community, and included consequences of general Canadian developments, such as the multicultural policy. By tracing the intersection between politics, identity and the arts in this ethnocultural community, how various influences shaped Ukrainian cultural identity is explored and critically examined.

Ukrainian dance is a popular means of expressing Ukrainian cultural affiliation, for the dancers as well as for the audience. It also performs a didactic function by sanctioning specific identities through the instruction and presentation of dances. This thesis examines the interaction of politics and the arts in shaping these identities in Saskatchewan.<p>By tracing the establishment and development of staged dance, this thesis explores the formation of the Ukrainian Canadian identity in the twentieth century. Through analysis of primary documents, archival footage, and interviews with leaders in the dance community, a record of the development of Ukrainian dance in Saskatchewan has been created. As the reasons for the dances changed over time due to internal and external pressures, so did the dances and identities that were expressed and encouraged.<p>This study also reveals that dance and politics are inextricably intertwined in the province. An internal nationalist / progressive political division shaped Ukrainian Canadian identity and the expression of that identity, including dance. Politics were imposed through control over the locations of dance training and performance. The legitimacy of the political divide, however, was challenged in the postwar period as artistry and aesthetics were emphasized. Political influence upon Ukrainian dance also extended beyond the Ukrainian Canadian community, and included consequences of general Canadian developments, such as the multicultural policy. By tracing the intersection between politics, identity and the arts in this ethnocultural community, how various influences shaped Ukrainian cultural identity is explored and critically examined.