Date of Award

Spring 6-13-2025

Document Type

Dissertation

Degree Name

Ph.D. in Teaching and Learning Sciences

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Bruce Uhrmacher

Second Advisor

Paul Michalec

Third Advisor

Christine McConnell

Fourth Advisor

Krystyna Matusiak

Copyright Statement / License for Reuse

All Rights Reserved
All Rights Reserved.

Keywords

Adult education, Dance, Identity, Transformative, Self-witnessing

Abstract

Using the arts-based methodology of Educational Criticism and Connoisseurship (Uhrmacher, Moroye, & Flinders, 2017) to examine the curriculum and pedagogy of a Colorado-based dance studio, this qualitative dissertation explores how transformative learning (TL) unfolds within the context of adult dance education. Grounded in Mezirow’s (1991) theory of transformative learning, the study investigates how dance becomes a medium for personal transformation, identity reconstruction, and emotional healing. Data collection included six hours of interviews with instructors and students and twelve hours of class observations, focusing on how adult learners experience curriculum not just as technical instruction, but as an embodied, relational journey toward self-discovery and growth.

Seven key themes emerged from the data: an intention to change, ritual connection, scaffolded wins, the act of witnessing, safety through fear, the act of shedding, and emergence. These themes were analyzed in conjunction with TL phases (Mezirow, 1991) and the Instructional Arc (Uhrmacher, Moroye, & Flinders, 2017) to illustrate how transformative moments are scaffolded through intentional pedagogical practices. The findings reveal that transformation often begins with a disorienting dilemma and progresses through emotional risk-taking, peer witnessing, and embodied affirmation, culminating in personal change that extends beyond the studio.

A central contribution of the study is the concept of self-witnessing, a compassionate, internal process of observing one’s own growth, as cultivated through a culture of teacher and peer witnessing. The study also highlights the unique metaphor of literal shedding that takes place in pole and aerial dance as a powerful symbol of embodied liberation and identity reclamation.

This research offers both theoretical insights and practical strategies for dance educators seeking to foster transformative environments. It suggests that when learners feel safe, seen, and supported in community, the dance classroom becomes a chrysalis, where personal metamorphosis is not only possible but intentionally nurtured. Future research is encouraged to further investigate the role of embodied learning across diverse identities, dance genres, and nonlinear models of transformation.

Copyright Date

6-2025

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Whitney Egstad

Provenance

Received from ProQuest

File Format

application/pdf

Language

English (eng)

Extent

137 pgs

File Size

763 KB

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