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New German Dance Studies offers fresh histories and theoretical inquiries that resonate across fields of the humanities. Sixteen essays range from eighteenth-century theater dance to popular contemporary dances in global circulation. In an exquisite trans-Atlantic dialogue that demonstrates the complexity and multilayered history of German dance, American and European scholars and artists elaborate on definitive performers and choreography, focusing on three major thematic areas: Weimar culture and its afterlife, the German Democratic Republic, and recent conceptual trends in theater dance._x000B__x000B_Contributors are Maaike Bleeker, Franz Anton Cramer, Kate Elswit, Susanne Franco, Susan Funkenstein, Jens Richard Giersdorf, Yvonne Hardt, Sabine Huschka, Claudia Jeschke, Marion Kant, Gabriele Klein, Karen Mozingo, Tresa Randall, Gerald Siegmund, and Christina Thurner.

Engaging with both practice and theory is a priority in this book, and a nexus model, in which the theoretical fields of critical cultural theory, semiotics, ethnography and anthropology can be activated as teachers teach, is proposed as informing approaches to teaching about culturally different dances. Even though some practical suggestions for teaching are presented, the main concern is to motivate further thinking and research into teaching about dancing with cultural difference.

Globally, Early Years policies and documents have set out aspirational outcomes and benefits for children, their families and the wider society. These policies have emphasised the place of early childhood provision within the wider global agenda, by tackling inequality and disadvantage early on in children's lives. However, these strategies have also raised further debates regarding the way they have informed and shaped curricula frameworks and pedagogical approaches. The international team of contributors to this book argue that if these issues are not explicitly acknowledged, understood, critiqued and negotiated, emerging policies and documents may potentially lead to disadvantaging, marginalising and even pathologising certain childhoods. Divided into two parts, the volume demonstrates the dialectic nature of both policy and practice. The chapters in this wide-ranging text: explore and articulate the philosophical premises and values that underpin current early childhood policy, curricula and pedagogies explicitly acknowledge and articulate some of potential conflicts and challenges they present provide examples of divergent and creative pedagogical thinking highlight opportunities for enabling pedagogical cultures and encounters. Debates on Early Childhood Policies and Practices is aimed at a wide readership including academics and researchers in early years education, policy makers, undergraduate and postgraduate students, practitioners and early childhood professionals.