Acknowledging that an embodied curriculum has an impact on professionalization is important for educators and students because education is a critical site for developing a professional identity; this identity then influences how dietitians practise. This research has implications for recruitment language, professional practice curricula, faculty development, the scholarship of teaching and learning, and ongoing support for students as they enter practice contexts.
Baby Dolls embodied the rambunctious, ambulatory dance practices of New Orleans' African-American community, playing with ragtime dancing, a style in conversation with early twentieth century music. Baby Doll dancing referenced their contemporary situation, empowering them through ribald street jaunts full of dynamism, while also relating to other cultural practices like jazz funerals and connecting them to a historical legacy that traced back to Congo Square (and earlier). Essential to Congo Square, where the Bamboula dance featured prominently, was that West African dance aesthetics persevered but also blended with sociocultural ideas influenced by its New Orleans context. Improvisation was key. Dancing, whether in Congo Square or ragtime style, highlighted spontaneity and a spirited—even competitive—style that cultivated agency while acknowledging a communal presence. These moments (and movement) were vibrant, illuminating Baby Dolls as innovators within a rich, cultural tradition that left troubles behind as liveliness surged through their dancing processions.
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