"I have slapped them but I haven’t slapped them really"
Résumé
This paper focuses on the epistemic quality of content through a case study of a series of dance lessons at a
secondary school in Rennes, France. The study was conducted with a class of 14- to 16-year-old students
and their teacher in November 2015 at the school, located in a Sensitive Urban Zone characterised by
social, cultural and ethnic diversity. The epistemic structuration of dance is a complex issue (Loquet, 2016).
How to define the movements that are performed in terms of technique, seen as a repertoire of codified
movements brought from the outside, and expression, seen as sensitive and imaginative activity, lived from
the inside? Further, dance teaching is often seen as an antinomy between imitation, through a prescriptive
and modelling approach, and improvisation, rather than through an emerging and liberating approach. We
consider the quality of teacher-student interaction in providing an epistemic quality of knowledge and
respect for the imagination and inventiveness of the students. The approach to the study is based on the
Joint Action Theory in Didactics (Sensevy, 2012; Gruson, Forest and Loquet, 2012).
Domaines
Education
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WERA 2017_Hudson, Loquet, Benberghout, Meyer & Wegner_Epistemic quality for equitable learning _ version auteurs.pdf (1.29 Mo)
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