Speakers
Description
Research on professional ballet schools has explored the training environment; however, there is a lack of research on holistic experiences of living, training, attending academics, and socializing at these live-in, competitive schools. Despite high attrition and deselection rates (Hamilton et al., 1997) and reports of child maltreatment at international schools (e.g., Greb, 2020), a paucity of research exists on student living experiences. Using a social constructionist paradigm and a theoretical feminist framework of an ethic of care, which emphasizes the relational ethics around caring for others (Gilligan, 1982; Noddings, 1984, 2012), the purpose of this study was to explore the nature of care ethics in relation to former professional ballet school students’ living experiences. As students live at school from a young age, adult leaders may act in loco parentis, have a greater duty of care, and face complex care ethics. Participants included nine former professional live-in ballet school students from five countries, ages 18-27. Online, semi-structured interviews were analyzed using reflexive thematic analysis. Interpretations included: participants perceived the school setting to be their home; formed strong bonds comparable to those of socially and legally defined family relationships; and described struggles, feelings of loss and grief, and challenges reconceptualizing relationships after transitioning from school. There was little transition preparation and a desire for some follow-up care. Further research on care ethics and safeguarding at professional ballet schools is needed to contribute to social change and advance the relevance of the sociocultural study of dance to organizations and the public.
