Journal of Curriculum and Pedagogy· 2026Q2
“Set up to fail”: Stories of early career K-12 dance and theatre teachers and their teaching spaces
- 0citations
- Q2SCImago
- 2026year
Short summary
Early career K-12 dance and theatre teachers are frequently bumped from their assigned teaching spaces, leading to feelings of devaluation and impacting their sense of belonging.
AI-generated from the title and abstract; the full text is not read.
Key points
- Early career K-12 dance and theatre teachers are often displaced from their assigned teaching spaces.
- Disruptions occur when other school activities require space, leading to unexpected moves.
- Embodied disciplines like dance and theatre are particularly affected by spatial instability.
- Teachers report feeling de-valued and peripheral due to these space allocation challenges.
AI-generated from the title and abstract; the full text is not read.
Abstract
This paper considers the consequence of space allocation challenges on K-12 teachers of theater and dance. Although all early career teachers face challenges integrating into a new school, our qualitative analysis considers unique impacts on early career performing arts teachers. Many teachers report being bumped from assigned teaching spaces, often unexpectedly, when other school activities require space. Because theater and dance are embodied disciplines, these spatial disruptions left participants feeling de-valued or peripheral, reinforcing the need to address space as a component of belonging for arts teachers.
The authors' abstract, as published at the source. Journal of Curriculum and Pedagogy, 2026 · DOI ↗
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Field: Visual Arts and Performing Arts
Visual Arts and Performing ArtsArts and Humanities