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Historically there has been an overvaluing of Whiteness in Western concert dance. Marginalization of dancers who identify as Black, Indigenous, Asian, Latinx, and of color continues at all levels within the field. Much work is currently addressing systemic inequity in dance. One area available to all dance educators is personal reflection and curious examination of our habits, choices, and practices. This autoethnographic essay seeks to contribute by identifying ways that teachers can understand and address inequity productively in the dance classroom and within ourselves.

Asking Evolving Questions to Decenter Whiteness in the Dance Studio