This bachelor thesis is a study of how collaborative learning impacts accessibility, with a particular attention given to the relationship between the learning process and accessibility. The aim is to gain insights into how collaborative learning as a pedagogical approach impacts accessibility in a group of mixed ability dancers. For that purpose, we propose a theoretical framework of accessibility, collaborative learning and pathways to knowledge. The study is conducted through a qualitative research method using abductive reasoning. It consisted of two workshops as well as in-practice reflections and discussions, following an eight-step thematic analysis method. In summary, five main themes were identified in this study: sense of belonging, openness, the act of sharing, space for interpretation and to dare. Each theme reflects components of breaking the loop, a process in which new insights may arise. Thus, all of the themes can be used as inspiration to create more accessible learning environment in which we pave the way for discovery and creativity. Thereof, while arguing for the significance of collaborative learning, this study intends to contribute to the conversation surrounding accessibility in the wider context of dance education.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:uniarts-1469 |
| Date | January 2023 |
| Creators | Degerfeldt, Alva, Rychlik, Klaudia |
| Publisher | Stockholms konstnärliga högskola, Institutionen för danspedagogik |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0025 seconds