Challenging gender stereotypes in classical ballet pedagogy: perspectives and approachesTurk, Antoneta (Avtor) Kopač, Andreja (Mentor) Čičigoj, Katja (Komentor) inclusive pedagogyballetgenderqueer theoryintersectionalityThis master’s thesis explores the possibilities for developing ballet pedagogy as a more inclusive, critically aware, and ethically sensitive practice. Based on feminist, queer, and intersectional theoretical frameworks, it analyzes how traditional educational models can contribute to the preservation of normative ideals, particularly regarding gender, sexual orientation, race, and bodily aesthetics. The research is grounded in qualitative methodology and includes interviews with ten dance educators from various cultural backgrounds. The thematic analysis highlights four key areas of pedagogical transformation: gendered embodiment, institutional culture, somatic awareness, and power relations in the learning environment. Rather than rejecting classical technique, the study proposes ways to reinterpret ballet through inclusive pedagogy that foregrounds dialogue, care, and student autonomy. Emphasizing the experiences and identities of dancers, the thesis advocates for a shift from traditional, hierarchical models to more inclusive and responsive approaches. The findings indicate that meaningful change in ballet education requires not only content adjustments but also a thorough reconsideration of how bodies are understood, valued, and taught. Instead of maintaining traditional norms, the thesis proposes a vision of ballet as a space where diverse identities can develop, be expressed, and co-create, whereby ballet becomes a medium of artistic expression and social transformation.A. Turk20252026-02-17 14:28:24Magistrsko delo/naloga13180UDK: 792.82:37.01(043.5)COBISS_ID: 268755203sl