Navigating fluidity: how embodied and creative experiential education sustains Gen Z's identities – an autoethnographic perspective

Based on the lived experiences of the researcher who is a Gen Z dance graduate, this autotheoretical and autoethnographic research investigates Gen Z's identities and context to develop a new understanding of their sense of self through ideas of embodiment. It seeks to assess the role of arts education in balancing or enhancing identity formation and persona development for this generation. The study examines the prominent role of Gen Z in digital spaces, particularly on platforms like TikTok, to understand its significance and impact on their sense of fluidity, identity, authenticity and offline engagement. Through this analysis, the research aims to offer a fresh perspective of arts education on current issues affecting their students, with a special focus on dance, movement and embodied practices, to ensure relevance for this new generation of students and early career professionals.

Name dc:type.qualificationname

MA by Research

Level dc:type.qualificationlevel

Masters thesis

Grantor dc:publisher.institution

Middlesex University

Year dc:date.issued

2024

Author dc:creator

• Guerra Doblas, M.

• Dance education
• Somatic education
• Movement practices
• Autoethnography
• Autotheory
• Identity
• Gen Z
• Embodiment
• Fluidity
• Social media

Identifier

oai:repository.mdx.ac.uk:242vxx

OAI identifier oai:identifier

oai:repository.mdx.ac.uk:242vxx