Salting the Curriculum

Dance as a Living Currere into Identity, Knowledge, and Belonging

Abstract

This article explores the profound interplay between dance, identity, and embodied inquiry, framing the body as a living curriculum. Through autobiographical writing and phenomenological reflection, I investigate how dance is a way of inquiring and learning. Grounded in the conceptual frameworks of currere and somatics, this paper delves into themes of dance, memory, and place, demonstrating how embodied practices transcend linguistic articulation. By navigating personal narratives of migration, home, and community, I situate dance as a transformative and political act of self-discovery and belonging.