{"id":{"repo_id":"uic","oai_identifier":"oai:figshare.com:article/32994200"},"canonical_url":"https://search.dev.ndltd.org/etd/uic/oai:figshare.com:article/32994200","repository":{"repo_id":"uic","name":"University of Illinois - Chicago","base_url":"https://api.figshare.com/v2/oai"},"display":{"title":"“I Want Them to Feel Nervous”: A Case Study of Embodiment, Affect, and Emotion in Latin Dance Instruction","abstract":"This dissertation explores how a Latin dance instructor engages with and embodies emotion through her teaching practices within an out-of-school, all-girls Latin dance team. Anchored in the theoretical framework of affect theory, this study investigates how an instructor’s affective presence and embodied knowledge create spaces for emotional exploration, cultural connection, and empowerment among students. Drawing inspiration from embodied literacies, this work challenges the traditional privileging of cognitive and academic knowledge over emotional and embodied ways of knowing. This research employs a qualitative single-case instrumental design, utilizing data from participant observations, semi-structured interviews, and reflective video journals.","abstract_html":"This dissertation explores how a Latin dance instructor engages with and embodies emotion through her teaching practices within an out-of-school, all-girls Latin dance team. Anchored in the theoretical framework of affect theory, this study investigates how an instructor’s affective presence and embodied knowledge create spaces for emotional exploration, cultural connection, and empowerment among students. Drawing inspiration from embodied literacies, this work challenges the traditional privileging of cognitive and academic knowledge over emotional and embodied ways of knowing. 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Anchored in the theoretical framework of affect theory, this study investigates how an instructor’s affective presence and embodied knowledge create spaces for emotional exploration, cultural connection, and empowerment among students. Drawing inspiration from embodied literacies, this work challenges the traditional privileging of cognitive and academic knowledge over emotional and embodied ways of knowing. This research employs a qualitative single-case instrumental design, utilizing data from participant observations, semi-structured interviews, and reflective video journals."]},{"key":"dc:title","label":"Title","values":["“I Want Them to Feel Nervous”: A Case Study of Embodiment, Affect, and Emotion in Latin Dance Instruction"]}]}],"canonical_facts":{"dc:creator":["Tatiana Torres (8498847)"],"dc:date":["2026-05-01T00:00:00Z"],"dc:description":["This dissertation explores how a Latin dance instructor engages with and embodies emotion through her teaching practices within an out-of-school, all-girls Latin dance team. Anchored in the theoretical framework of affect theory, this study investigates how an instructor’s affective presence and embodied knowledge create spaces for emotional exploration, cultural connection, and empowerment among students. 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