Titlebook: Dance and Cultural Difference in Aotearoa; Finding Common Groun Kristie Mortimer Book 2021 The Editor(s) (if applicable) and The Author(s),

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移植

Atlas der Rectoskopie und Coloskopieand the ways this can be maintained and perpetuated, particularly in rural towns throughout Aotearoa New Zealand. From this, several recommendations and implications for dance studio practice can be suggested. This chapter discusses the key recommendations and implications in relation to:

Airtight

Leslie V. Rush M.D., F.A.C.S., F.I.C.S.As cultural diversity increases both within Aotearoa New Zealand and globally, dance teachers are increasingly expected to function as agents of social integration for young people, particularly in homogenous rural communities where culturally diverse people are marginalized. In opening the discourse of this book, this chapter:

神秘

Ludwig Heilmeyer,Herbert BegemannWhile dance studio classes can be a place for young people to be included and socially integrated, this context presents many issues which can contribute to both inclusion and exclusion. Through critically investigating literature, this chapter:

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https://doi.org/10.1007/978-3-642-10528-9Through seeking to allow space for ethnorelative practices to emerge in dance studio practices inclusion and social integration can be fostered within the dance classes. From analyses of the dance studio teachers’ narratives, this chapter:

Commonplace

Introduction,As cultural diversity increases both within Aotearoa New Zealand and globally, dance teachers are increasingly expected to function as agents of social integration for young people, particularly in homogenous rural communities where culturally diverse people are marginalized. In opening the discourse of this book, this chapter:

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玷污

Relevance of Cultural Difference for Dance Studio Teachers in Rural Contexts,Diverse meanings of culture can be held by dance studio teachers which can influence their perceptions and responses to cultural difference. Through critical analyses of the dance studio teachers’ narratives, this chapter: