Call for Papers: Journal of Dance Education

Due November 15, 2020

Though most dance educators recognize the intrinsic connection between the movement of the body and the functioning of the mind, Euro-American cultural institutions and practices often reinforce a Cartesian dualism that postulates mind and body as separate and independent categories of being. An emerging field at the intersection of Phenomenological Philosophy and Cognitive Psychology, referred to as 4E Cognition, however, is challenging this premise by redefining the mind as embodied, embedded, extended, and enacted. Cognitive processes, according to 4E scholars, are not separate from the body and environment but are comprised of, structured by, and/or realized through interaction with the physical and social world. 

When dancers perform in any genre, the cultural knowledge of previous generations is embodied in their movement. When dancers collaborate on creating a choreography, their thinking is embedded in social interactions. When dancers put on a pair of tap shoes, the shoes become part of their thinking and their mind is extended into them. When dancers perform improvisational site-specific work, the dancers enact their thinking about relationships between the individual, the group, and the landscape. This issue will bring together research and practices in Dance Education that describe how dance offers people the potential to think by doing, by being with, and by being in. It is easy to describe how dancing reflects thinking. This issue offers a chance to better describe how dancing is thinking.

Dance Education already exemplifies many of the principles of 4E Cognition. Authors across contexts (Higher Ed., K-12, non-profit, private studio, etc.), regardless of their familiarity with 4E, are invited to discuss research or practices on topics that might include but are not limited to:

• Learning by doing or problem-based learning

• Social interaction in collaborative process or performance

• Place-based learning

• Improvisational or site-specific performance

• Ritual dance as the embodiment of generational thinking

• Social dance as the enactment of community thinking

• Interaction with objects such as costumes or props

• Interaction with assistive devices in dance

Submissions will undergo a double-blind, peer-reviewed process for publication in the Fall 2021 issue of JODE. Submissions may be for either the In Practice column (1,500-3,500 words including references) or the Feature column (4,000-6,000 words including references). All manuscripts should be submitted online via the ScholarOne website. Please see JODE’s

Questions on what to submit? Contact Matthew Henley:

Questions on how to submit? Contact Sherrie Barr: or Alison Leonard: