daCi believes that every young person should have equal access and opportunity to dance regardless of ethnic, gender and cultural identity.

The UNESCO Goals for Sustainability and the UNESCO Seoul Agenda: Goals forThe UNESCO Goals for Sustainability and the UNESCO Seoul Agenda: Goals forthe Development of Arts Education ask for action from all sectors of society to address global environmental, societal and cultural concerns. At two past conferences daCi worked with young people to create a Declaration which was presented to, and accepted by UNESCO.

Read the 2012 Copenhagen Declaration here

Read the 2018 Adelaide Declaration here

 

 

 

Dance and the Child International and World Dance Alliance Panpapanpalya Dance and the Child International and World Dance Alliance Panpapanpalya 2018 joint congress provides a forum for young people and their collectivedance communities to develop local, regional and/or international dance related projects that support UNESCO’s goals.The UNESCO Goals for Sustainability and the UNESCO Seoul Agenda: Goals for the Development of Arts Education ask for action from all sectors of society to address global environmental, societal and cultural concerns.The Young People’s Gatherings program will facilitate the development of a united position in The Adelaide Declaration which aims to activate young people across the globe and articulate specific goals that may be achieved in Australia and beyond. It formed the basis of discussion during some of the Young People’s Gatherings program throughout the week.

The Adelaide Declaration

1. Dance and the Child International (daCi) and World Dance Alliance (WDA)propose The Adelaide Declaration as per the following statutes:

1.1 Recalling that on November 4, 2011, the 36th session of UNESCO’sGeneral Conference (Resolution 36/C55), invited Member States to ensure the follow-up to the Second World Conference on Arts Education by employing the strategies proposed in the Seoul Agenda: Goals for the Development of Arts Education and by implementing in a concerted manner the action items set out therein for the renewal of education systems;

1.2 Bearing in mind that “The Seoul Agenda calls upon UNESCO Member States, civil society, professional organisations and communities to recognise its governing goals, to employ the proposed strategies, and to implement the action items in a concerted effort to realise the full potential of high quality arts education to positively renew educational systems, to achieve crucial social and cultural objectives, and ultimately to benefit children, youth and life-long learners of all ages”;Eileen Kramer has danced through her life for a hundred years and, inspiredby Somerset Maugham, says:Dancing through life makes me think about being in touch with the cosmiccontrol of the world… I’d like our dance to help Indigenous peoples and the manyrefugees coming to our countries…124

1.3 Having examined the strategies and action items of Goal 3 of the Seoul Agenda with reference to applying “arts education principles and practices to contribute to resolving the social and cultural challenges facing today’s world”;

1.4 Recalling that on December 20, 2002 at its 57th session, the United Nations General Assembly adopted Resolution 57/254, declaring the United Nations Decade of Education for Sustainable Development (ESD) (2005 –2014) and furthermore the Global Action Programmes (GAP) on ESD adopted at the 37th session of the General Conference of UNESCO, 2013(37/c Resolution 12) providing the road map in the post 2015 agenda;

1.5 Noting the importance of Education for Sustainable Development which “aims to help people to develop attitudes, skills, perspectives and knowledge to make informed decisions and act upon them for the benefit of themselves and others, now and in the future” with a view to helping “the citizens of the world to learn their way to a more sustainable future”; and,

1.6 Recognising the shared responsibility of researchers and practitioners in arts education and education for sustainable development to promote the goals of ESD in the years following the Decade of Education for SustainableDevelopment and the capacity of arts education to effect social and cultural change.

1.7 Recalling that on 10 July, 2015, on the occasion of the Dance and theChild International Congress, ‘Twist and Twin: Exploring Identities in Dance’,the daCi Executive Council, Congress participants, and with respect to theDanish National Commission for UNESCO 2014-2017 Strategy, adopted the Copenhagen Declaration providing a dance agenda for young people andeducators across the globe.

2. Dance and the Child International (daCi) and World Dance Alliance (WDA):

2.1 Calls upon dance and other educators to respect dance traditions anddiverse perspectives;

2.2 Calls upon dance and other educators to explore innovative andinclusive ways forward that address UNESCO’s aims for quality dance teaching and learning using a 21st century social justice lens.

2.3 Calls upon dance and other educators to value and honour intergenerational learning and teaching in formal and informal contexts.

2.4 Calls upon dance and other educators to advocate for engagement with diverse communities and to engage in critical and empathetic perspectives.

2.5 Calls upon dance and other educators to explore ways in which they canlisten to, empower and mobilise young people around the world tocontribute to sustainable development.

2.6 Calls upon dance and other educators to work across boundaries withdiverse disciplines, people and beliefs for sustainable growth and development. We aim to work towards a proclamation in Adelaide with respect to theAustralian National Commission for UNESCO and other potential UNESCO National Commissions.

About learning in arts education

Invited keynote speakers for the Copenhagen 2015 daCi World Congress Ralph Buck (NZ) and Erica Rose Jeffrey (Aus) during the week of the congress discussed the formulation of a ”Copenhagen Declaration” about learning in arts education with children, young people and adults attending the congress. The document highlights how the arts including dance can contribute to education in a broad perspective and in relation to sustainable development and global citizenship as areas prioritized by the UN and UNESCO. The proposal was presented at the closing keynote speech of the congress and during this event it was also handed over to the Secretary General of the Danish National Commission for UNESCO Jens Dalsgaard. Both the Danish National Commission and daCi will use the declaration to help the on-going international work of strengthening the opportunities for children and young people to meet the arts in their education. The declaration is an example of how research and practice can work together to create new knowledge and political action which can help implementing this knowledge for the future benefit of practice. 

1. Dance and the Child International (daCi) proposes the Copenhagen Declaration as per the following statutes:

1.1  Recalling that on November 4, 2011, the 36th session of UNESCO’s General Conference (Resolution 36/C55), invited Member States to ensure the follow-up to the Second World Conference on Arts Education by employing the strategies proposed in the Seoul Agenda: Goals for the Development of Arts Education and by implementing in a concerted manner the action items set out therein for the renewal of education systems; 

1.2  Bearing in mind that “The Seoul Agenda calls upon UNESCO Member States, civil society, professional organizations and communities to recognize its governing goals, to employ the proposed strategies, and to implement the action items in a concerted effort to realize the full potential of high quality arts education to positively renew educational systems, to achieve crucial social and cultural objectives, and ultimately to benefit children, youth and life-long learners of all ages”; 

1.3  Having examined the strategies and action items of Goal 3 of the Seoul Agenda with reference to applying “arts education principles and practices to contribute to resolving the social and cultural challenges facing today’s world”; 

1.4  Recalling that on 20 December 2002 at its 57th session, the United Nations General Assembly adopted Resolution 57/254, declaring the United Nations Decade of Education for Sustainable Development (ESD) (2005 – 2014) and furthermore the Global Action Programmes (GAP) on ESD adopted at the 37th session of the General Conference of UNESCO, 2013 (37/c Resolution 12) providing the road map in the post 2015 agenda; 

1.5  Noting the importance of Education for Sustainable Development which “aims to help people to develop the attitudes, skills, perspectives and knowledge to make informed decisions and act upon them for the benefit of themselves and others, now and in the future” with a view to helping “the citizens of the world to learn their way to a more sustainable future”; and, 

1.6  Recognizing the shared responsibility of researchers and practitioners in dance education and education for sustainable development to promote the goals of ESD in the years following the Decade of Education for Sustainable Development and the capacity of dance education to effect social and cultural change. 

2. Dance and the Child International (daCi):

2.1 Calls upon dance educators to explore ways in which they can empower and mobilize young people around the world to contribute to sustainable development; 

2.2 Calls upon dance educators to support education that is based on principles of equity, inclusion and gender equality; 

2.3 Calls upon dance educators to advocate for all learners to be taught by professional, competent, committed, and well supported teachers at all levels of education who are able to respond to diverse learning needs;

2.4  Invites 'Twinning' relationships to foster stakeholder commitment to advance arts education for sustainable development.

2.5 Declares its intention to actively promote the shared goals of arts education and education for sustainable development in cooperation with UNESCO. 

Proclaimed in Copenhagen, 10 July 2015, on the occasion of the Dance and the Child International Congress, ‘Twist and Twin: Exploring identities in dance’, in consultation with the daCi Executive Council, Congress participants, and the Danish National Commission for UNESCO.