Noyale Colin is a Senior Lecturer in Dance at the University of Winchester, UK.Catherine Seago is a Senior Lecturer in Dance at the University of Winchester, UK.Kathryn Stamp is an Assistant Professor in Dance Studies at the Centre for Dance Research (C-DaRE), Coventry University, UK.

• Introduction: Noyale Colin & Cathy Seago; Section 1 – Ethics and Values; Chapter 1: Movement as a Social Project- Fiona Bannon; Chapter 2: Emergence -how do we assess / access becoming?- Adesola Akinleye; Chapter 3: Values, technique and creativity- Noyale Colin; Chapter 4: Democratizing dance: inclusion at the core of dance education and its impact- Betina Panagiotora; Chapter 5: African based dance technique in Higher education-Funmi Adewole; Section 2 – Practices; Chapter 6: Precision and Particularity- Jamie Dryburgh; Chapter 7: Embodying Unpredictability- Cathy Seago; Chapter 8: Digital Tools in Formal and Informal Dance Education Environments - Rosemary E. Cisneros, Marie-Louise Crawley, Karen Wood- Chapter 9: Improvisation and Spirituality in Dance- Eline Kieft; Section 3 – Conversations- Inclusive Practice Conversations; Chapter 10: Training for intergenerational dancing- Debbie Lee Anthony and Diane Amans; Chapter 11: Neurodiverse Collaborations: Changing perceptions of abilities in neuro-diverse populations- Caroline Hotchkiss; Chapter 12: Translating technique: Approaches to inclusive dance training in the UK- Imogen Aujila; Dance and Education Conversations; Chapter 13: Choreographic pedagogies: Training students’ experiences- Shantel Ehrenberg; Chapter 14: Choreography as technique- Sarah Alexander; Chapter 15: School Dance Teacher Roundtable- Noyale Colin & Cathy Seago; Independent Artist Conversations; Chapter 16: Training and citizenship- Stefanie Schober; Chapter 17: Training and solidarity- Charlotte Spencer; Chapter 18: Dance training and the potential of embodied practices- Henrietta Hale; Section 4 - Manifestos; Chapter 19: The End of Technique- Baptiste Bourgougnon and Lise Uytterhoeven; Chapter 20: Staying Alive: the dance technique class as a means for survival- Erica Stanton; Chapter 21: Dance training and the potential of strategies of self-organisation- Joe Moran

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Noyale Colin is a Senior Lecturer in Dance at the University of Winchester, UK.Catherine Seago is a Senior Lecturer in Dance at the University of Winchester, UK.Kathryn Stamp is an Assistant Professor in Dance Studies at the Centre for Dance Research (C-DaRE), Coventry University, UK.

• Introduction: Noyale Colin & Cathy Seago; Section 1 – Ethics and Values; Chapter 1: Movement as a Social Project- Fiona Bannon; Chapter 2: Emergence -how do we assess / access becoming?- Adesola Akinleye; Chapter 3: Values, technique and creativity- Noyale Colin; Chapter 4: Democratizing dance: inclusion at the core of dance education and its impact- Betina Panagiotora; Chapter 5: African based dance technique in Higher education-Funmi Adewole; Section 2 – Practices; Chapter 6: Precision and Particularity- Jamie Dryburgh; Chapter 7: Embodying Unpredictability- Cathy Seago; Chapter 8: Digital Tools in Formal and Informal Dance Education Environments - Rosemary E. Cisneros, Marie-Louise Crawley, Karen Wood- Chapter 9: Improvisation and Spirituality in Dance- Eline Kieft; Section 3 – Conversations- Inclusive Practice Conversations; Chapter 10: Training for intergenerational dancing- Debbie Lee Anthony and Diane Amans; Chapter 11: Neurodiverse Collaborations: Changing perceptions of abilities in neuro-diverse populations- Caroline Hotchkiss; Chapter 12: Translating technique: Approaches to inclusive dance training in the UK- Imogen Aujila; Dance and Education Conversations; Chapter 13: Choreographic pedagogies: Training students’ experiences- Shantel Ehrenberg; Chapter 14: Choreography as technique- Sarah Alexander; Chapter 15: School Dance Teacher Roundtable- Noyale Colin & Cathy Seago; Independent Artist Conversations; Chapter 16: Training and citizenship- Stefanie Schober; Chapter 17: Training and solidarity- Charlotte Spencer; Chapter 18: Dance training and the potential of embodied practices- Henrietta Hale; Section 4 - Manifestos; Chapter 19: The End of Technique- Baptiste Bourgougnon and Lise Uytterhoeven; Chapter 20: Staying Alive: the dance technique class as a means for survival- Erica Stanton; Chapter 21: Dance training and the potential of strategies of self-organisation- Joe Moran

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Noyale Colin is a Senior Lecturer in Dance at the University of Winchester, UK.Catherine Seago is a Senior Lecturer in Dance at the University of Winchester, UK.Kathryn Stamp is an Assistant Professor in Dance Studies at the Centre for Dance Research (C-DaRE), Coventry University, UK.

• Introduction: Noyale Colin & Cathy Seago; Section 1 – Ethics and Values; Chapter 1: Movement as a Social Project- Fiona Bannon; Chapter 2: Emergence -how do we assess / access becoming?- Adesola Akinleye; Chapter 3: Values, technique and creativity- Noyale Colin; Chapter 4: Democratizing dance: inclusion at the core of dance education and its impact- Betina Panagiotora; Chapter 5: African based dance technique in Higher education-Funmi Adewole; Section 2 – Practices; Chapter 6: Precision and Particularity- Jamie Dryburgh; Chapter 7: Embodying Unpredictability- Cathy Seago; Chapter 8: Digital Tools in Formal and Informal Dance Education Environments - Rosemary E. Cisneros, Marie-Louise Crawley, Karen Wood- Chapter 9: Improvisation and Spirituality in Dance- Eline Kieft; Section 3 – Conversations- Inclusive Practice Conversations; Chapter 10: Training for intergenerational dancing- Debbie Lee Anthony and Diane Amans; Chapter 11: Neurodiverse Collaborations: Changing perceptions of abilities in neuro-diverse populations- Caroline Hotchkiss; Chapter 12: Translating technique: Approaches to inclusive dance training in the UK- Imogen Aujila; Dance and Education Conversations; Chapter 13: Choreographic pedagogies: Training students’ experiences- Shantel Ehrenberg; Chapter 14: Choreography as technique- Sarah Alexander; Chapter 15: School Dance Teacher Roundtable- Noyale Colin & Cathy Seago; Independent Artist Conversations; Chapter 16: Training and citizenship- Stefanie Schober; Chapter 17: Training and solidarity- Charlotte Spencer; Chapter 18: Dance training and the potential of embodied practices- Henrietta Hale; Section 4 - Manifestos; Chapter 19: The End of Technique- Baptiste Bourgougnon and Lise Uytterhoeven; Chapter 20: Staying Alive: the dance technique class as a means for survival- Erica Stanton; Chapter 21: Dance training and the potential of strategies of self-organisation- Joe Moran

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