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This collection of articles by Susan W. Stinson, organized thematically and chronologically by the author, reveals the evolution of the field of arts education in general and dance education in particular, through narrative and critical reflections by this unique scholar and a few co-authors. It also includes contextual insights not available elsewhere. The author´s pioneering embodied research work in arts and dance education continues to be relevant to researchers today. The selected chapters and articles were predominantly previously published in a variety of journals, conference proceedings and books between 1985 and the present. Each section is preceded by an introduction and the author has written a post scriptum for each article to offer a commentary or response to the article from the current perspective.

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Acknowledgements and Biographies.- Introduction.- Section I: Essays on Curriculum, Pedagogy, and Practice.- Prelude I Chapter 1: Curriculum and the Morality of Aesthetics (1985).- Chapter 2: Reflections on Teacher Education in Dance (1991).- Chapter 3: Seeking a Feminist Pedagogy for Children´ s Dance (1998).- Chapter 4: Choreographing a Life: Reflections on Curriculum Design, Consciousness, and Possibility (2001).- Chapter 5: What We Teach Is Who We Are: The Stories of Our Lives (2002).- Chapter 6: My Body/Myself: Lessons from Dance Education (2004).- Chapter 7: The Hidden Curriculum of Gender in Dance Education (2005).- Chapter 8: Dance in Schools: Valuing the Questions (2006).- Chapter 9: Questioning Our Past and Building a Future: Teacher Education in Dance for the 21 st Century (2010).- Chapter 10: Rethinking Standards and Assessment (2015).- Section II: Research.- Prelude II Section A: Methodology and Pedagogy.- Chapter 11: Research as Art: New Directions for Dance Educators (1985).- Chapter 12: Body of Knowledge (1995).- Chapter 13: Teaching research and writing to dance artists and educators (with co-author Ann Dils, and Doug Risner) (2009) .- Chapter 14: Searching for Evidence: Continuing Issues in Dance Education Research (2015).- Section B: Voices of Young People.- Chapter 15: Voices of Young Women Dance Students: An Interpretive Study of Meaning in Dance (with co-authors Donald Blumenfeld-Jones and Jan Van Dyke) (1990) .- Chapter 16: Meaning and Value: Reflecting on What Students Say about School (1993) .- Chapter 17: A Question of Fun: Adolescent Engagement in Dance Education (1997).- Chapter 18: "It´s work, work, work, work": Young People´s Experiences of Effort and Engagement in Dance (with co-author Karen E. Bond) (2007).- Chapter 19: Dance/Teaching/Research: The Practice of Living (2015)

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"Stinson pairs a treasury of her contributions to dance education research with personal reflections on her practice as a dance education researcher ... . Emerging and established dance educators, dance education researchers, and undergraduate and graduate students invested in dance education would benefit from reading this book. Stinson´s expertise and passion is evident on each page, and her willingness to question dance education, as well as herself, will inspire dance educators and dance education researchers regardless of their career trajectory." (Karen Schupp, Journal of Cleaner Production, Vol. 17 (2), April, 2017)

"Embodied curriculum theory and research in arts education: a dance scholar´s search for meaning brings together a collection of essays by internationally renowned dance educator, Susan Stinson. ... It will appeal to researchers, teachers and students, and it promises to be an important text for dance educators at all levels. ... this is an impressive body of work. It represents some of the most original theory-in-practice and rigorous research-in-action in the field of dance education." (Edward C. Warburton, Research in Dance Education, February, 2017)

"This book is a treasure - a collection of significant and insightful works by an outstanding scholar in our international community of practitioner-researchers in dance and arts education. ... I recommend this book as essential reading for critical dance researchers engaged in ´western´ higher education and as an appropriate textbook for graduate students in dance pedagogy and curriculum. ... I acknowledge Sue´s substantial contribution and fine scholarship, shared with love and personal commitment to enhancing embodied research." (Karen N. Barbour, International Journal of Education & the Arts, ijea.org, Vol. 17 (1), November, 2016)p

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