Many authors have claimed that methods of somatic education such asAlexander, Body-Mind-Centering and Feldenkrais in uence the teaching of dance. However, there is a lack of research that fully examines how this is occurring. In this study, three researchers used ethnographic methods to understand how the Feldenkrais MethodÒ of somatic education informed a series of contemporary technique classes in a professional setting in Montreal, Canada. The collaborative research process resulted in ndings organized around the themes 1) transfer of learning, 2) movement awareness facilitation and 3) construction of the dancing bodies. This study relates to dance teachers interested in somatics and also to any dance educators engaged in fostering their own eclectic teaching practices from diverse in uences. By understanding the ways in which the researchers/dance teachers in this study integrate somatics and contemporary dance, teachers may gain insight which assists them in appraising their own teaching. In this way, this study works towards a shift in the dance culture that embraces self-awareness in dance practice.
In Quebec and Canada, immigration policies are designed to attract "the best and the brightest." Once migration occurs, however, the "brain waste" is challenging. This research focuses on the professional trajectories of international medical graduates (IMG) who migrate to Quebec. The main goal is to understand why certain individuals of a similar occupational group can easily access the doctoral profession while others cannot. Following a qualitative approach, and stemming from IMGs' perspectives, this article explores the interplay of economic, social, and symbolic resources in a context of highly fragmented institutional resources and protectionism. We are critical of the individual-centered approaches that ignore social norms and constraints. If migrants are free to choose their paths and manner of integration, the "human capital" approach is limited in explaining the heterogeneous pathways within the same professional group. The current structure for professional recognition places unusual constraints on IMGs, whereby some encounter more obstacles than others. The "battle" for professional recognition takes shape in a highly competitive context, one which-although presented as a neutral process-is underlain with ideological, relational, and subjective currents.
An action research consisting of somatic education classes within a bachelor program in dance has showed how dancers negotiate the dominant dance discourse and the marginal discourse of somatic education in relation to the complexities of body and health issues. More specifically, the
students appreciated the approach of the Feldenkrais Method that favoured a pedagogy compatible with health concerns and with Foucault's concept of technologies of the self.
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