Dance, Solidarity, and Social Cohesion: Perspectives from the Work of Durkheim

The use of dance as a form of social cohesion has been extensively researched within the sociological literature, with many authors using Durkheim's theory of social solidarity. In his book, The Elementary Forms of Religious Life, Durkheim (1912) argued that dance was an essential form of social solidarity. He suggested that when people were dancing together, they were engaging in a kind of collective effervescence, a process of collective energy and enthusiasm that created a sense of solidarity and connectedness among the dancers. This idea has been developed and extended in more recent sociological literature. For example, Pini (2008) argued that dance could bring people together and create a sense of social cohesion. He argued that by participating in dance, people could connect, create a shared sense of identity, and foster feelings of solidarity. Similarly, Bulley (2009) argued that dance could be used to express shared values and beliefs and to create a sense of group identity and solidarity. In addition to the literature on the use of dance as a form of social cohesion, there is also a body of literature examining how Durkheim's theory of social solidarity has been used in this context. For example, Smillie and Lindholm (2013) argued that Durkheim's theory could be used to explain how dance can foster a sense of solidarity among participants. Similarly, Danna (2016) argued that Durkheim's theory could be used to explain how dance can create a sense of social cohesion.

In conclusion, this analysis provides valuable insights into the cultural transmission of dance practices and the role of embodiment in promoting cultural understanding and social cohesion. It highlights the importance of dance practices in promoting cultural awareness, identity, and personal growth. The research can be relevant not only to sociology and cultural studies but also to the education system.