Performing Arts and Cross-Cultural Spaces: Learning Management for Migrant Children in Inclusive Classrooms

Abstract

This article aims to (1) propose a conceptual framework of dance and cross-cultural spaces in inclusive classrooms and (2) provide practical approaches to teaching dance. The conceptual framework is based on the concept of cross-cultural spaces and transformative learning theory, which explains that learning occurs through reflective processes from direct experience and changes in the learner's mindset. The study shows that dance is not merely a performing art but a cross-cultural space that allows learners to communicate, create shared meaning, and develop mutual understanding through body, emotion, and rhythm, without being limited by language. The proposed conceptual framework of dance and cross-cultural spaces in inclusive classrooms comprises three main components: (1) dance as a tool for collaborative learning, (2) transformative learning, and (3) the teacher as a cultural leader. Furthermore, four practical approaches to teaching dance are proposed: (1) learning through the body and direct experience, (2) using cross-cultural communication processes in the classroom, (3) using media and artistic elements from diverse cultures, and (4) participatory assessment. These approaches can promote participation, reduce cultural bias, and develop cross-cultural awareness in both learners and dance teachers. Therefore, dance is a potential educational tool for creating a peaceful and respectful collaborative learning society. This aligns with the key goals of 21^st century education.