20.500.12556/ReVIS-13180 Challenging gender stereotypes in classical ballet pedagogy: perspectives and approaches master thesis of the study program of the second Bologna cycle Dance studies, dance pedagogy Premagovanje spolnih stereotipov v pedagogiki klasičnega baleta: pogledi in pristopi This 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. Magistrsko delo proučuje možnosti za razvoj baletne pedagogike kot bolj vključujoče, kritično ozaveščene in etično občutljive prakse. Na osnovi feminističnih, kvir in intersekcijskih teoretskih okvirov analizira, kako tradicionalni izobraževalni modeli lahko prispevajo k ohranjanju normativnih idealov, zlasti glede spola, spolne usmerjenosti, rase in telesne estetike. Raziskava temelji na kvalitativni metodologiji in vključuje intervjuje z desetimi plesnimi pedagogi1 iz različnih kulturnih okolij. Tematska analiza izpostavi štiri ključna področja pedagoške preobrazbe: spolno utelešenost, institucionalno kulturo, somatsko ozaveščenost in razmerja moči v učnem okolju. Namesto zavračanja klasične tehnike raziskava predlaga načine, kako balet reinterpretirati skozi vključujočo pedagogiko, ki v ospredje postavlja dialog, skrb in avtonomijo učencev. S poudarkom na izkušnjah in identitetah plesalcev delo zagovarja premik od tradicionalnih, hierarhičnih modelov k bolj vključujočim in odzivnim pristopom. Ugotovitve kažejo, da pomembna sprememba v baletnem izobraževanju ne zahteva le vsebinskih sprememb, temveč tudi temeljit razmislek o tem, kako telesa razumemo, vrednotimo in poučujemo. Namesto ohranjanja tradicionalnih norm delo predlaga vizijo baleta kot prostora, kjer se različne identitete lahko razvijajo, izražajo in sooblikujejo, s čimer balet postane sredstvo umetniškega izraza in družbenega preoblikovanja. inclusive pedagogy ballet gender queer theory intersectionality vključujoča pedagogika balet spol kvir teorija intersekcionalnost true false false A. Turk Angleški jezik Slovenski jezik Magistrsko delo/naloga 2026-02-17 14:28:24 2026-02-17 14:28:25 2026-02-18 03:08:01 0000-00-00 00:00:00 2025 0 Brno 2025 Brno 78 str., [35] f. pril. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 792.82:37.01(043.5) 268755203 https://d.cobiss.net/repository/si/files/268755203/173045/Turk_Antoneta_md_2025.pdf 1 8a0acaae-0c04-11f1-bcbc-001a4af901a5 https://revis.openscience.si/Dokument.php?lang=slv&id=15612 Turk_Antoneta_md_2025.pdf Turk_Antoneta_md_2025.pdf 1 0D47AEC8AE138E77CE10B5CD76FAEFD7 8a2dc608ad061cd412f6673e7adf7d98cb7b460e3d4941b94326015b260040c0 90a5990e-0c04-11f1-bcbc-001a4af901a5 https://revis.openscience.si/Dokument.php?lang=slv&id=15613 Univerza Alma Mater Europaea 0 0 0