• PhD, La Trobe University, Melbourne

Karen Bond joined the Department of Dance in Fall 2000. She was formerly Senior Lecturer and Coordinator of Dance Education and Research at the University of Melbourne, where she developed Australia’s first master’s level courses in dance. Attending Denison University and The George Washington University for undergraduate studies, Dr. Bond received her PhD from La Trobe University in Melbourne, Australia. She was a founding member of Al Wunder’s Theatre of the Ordinary, Australia's first improvisational performance company. She enjoys diverse scholarly interests and is known for her research into the experience and meanings of dance for participants from a range of populations and settings encompassing education, community arts, performance and therapy.

She is widely published in books, journals and conference publications, and has presented papers, courses, and workshops in Australia, Brazil, Canada, Finland, Jamaica, Japan, New Zealand, Saipan, Singapore, Taiwan, and the USA. At Temple, she teaches graduate courses on experiential research methods (phenomenology, ethnography, autobiography) and theory and practice of dance teaching. She is a fierce advocate for inclusion of the voices of children and youth in dance academic discourse. Following in the footsteps of Edrie Ferdun, who pioneered a dance pluralism course as part of Temple's undergraduate core curriculum in the mid-90s, Bond is the course developer and coordinator of Embodying Pluralism, a dance-based general education course. Dr. Bond has served on the boards of a number of professional associations including Tertiary Dance Council of Australia, Dance Therapy Association of Australia (President, 1997-2000), Dance and the Child International (National Representative for Australia, 1994-1997; Research Officer, 1997-2000; Chair-elect, 2000-2003; Chair, 2003-2006), Congress on Research in Dance (2000-2003), National Dance Education Organization (Proceedings Editor 2008-2011; Board of Reviewers 2011- ).

Bond is the recipient of the 2013 National Dance Education Organization's (NDEO) Outstanding Dance Education Researcher Award.

Works and Publications

Bond, K. (ed.) (2019). Dance and the Quality of Life. Dordrecht, NL: Springer.

Bond, K. (2019). Preface. Dance and the Quality of Life. Dordrecht, NL: Springer, ix-xii.

Bond, K. (2019). Introduction: At last, together. Dance and the Quality of Life. Dordrecht, NL: Springer, 1-20.

Bond, K., & Kaschock, K. (2019). Babies and dance: Questions of origin. In K. Bond (ed.), Dance and the Quality of Life. Dordrecht, NL: Springer, 545-548.

Huss, E., & Bond, K. (2019). Women span personal to political in an Israeli belly dance setting. In K. Bond (ed.), Dance and the Quality of Life. Dordrecht, NL: Springer, 425-440.

Bond, K. (2018).  “Me, a Tree” – Young children as natural phenomenologists. In S. Fraleigh (ed.), Back to the Dance Itself: Phenomenologies of the Body in Performance. Urbana, IL: University of Illinois Press, 205-232.

Bond, K. E. (2017). Is there a history of children’s dance? Who is writing it in the 21st century? In C. Svendler Nielsen & S. Koff (eds.), Exploring Identities in Dance - Proceedings from the 13th World Congress of Dance and the Child International. Retrieved from

Bond, K. E. (2017). “Boys are morons”…“Girls are gross:” Let’s dance!  In W. Oliver and D. Risner (eds.), Dance and Gender: An Evidence-Based Approach. Gainesville: University Press of Florida, 135-157.

Vieira, A. P., & Bond, K. E. (2017). Experiências vividas em dança: arte e relacionamento corporificado. Revista do Programa de Pós-graduação em Artes da EBA/UFMG, 7(14), 129-149.

Bond, K. E. and Stinson, S. W.  (2016). “It's work, work, work, work:” Young people's experiences of effort and engagement in dance. In S. W. Stinson, Embodied Curriculum Theory and Research in Arts Education: A Dance Scholar’s Search for Meaning. Dordrecht: Springer, 269-295. (Original work published 2007)

Bond, K. E. (2014). Susan W. Stinson: Teacher, Scholar, Advocate.  In K. Harvey (ed.), Focus on Dance: The Art and Craft of Teaching - Proceedings of the 2013 National Dance Education Organization Conference. Bethesda, MD: NDEO.

Bond, K. E. (2014). Dance and quality of life. In A. C. Michalos (Ed.), Encyclopedia of Quality of Life and Well-being Research. Dordrecht: Springer, 1419-1424.

Bond, K. E. (2013). Recurrence and renewal: Enduring themes in children’s dance. In T. K. Hagood and L. C. Kahlich (eds.), Revisiting Impulse: A Contemporary Look at Writings on Dance, 1950-1970. Youngstown, NY: Cambria Press, 161-192.

Bond, K. E. (2012). I'm not an eagle, I'm a chicken! Young children’s perceptions of creative dance. (Chinese translation by Yi-jung Wu). TPECDance [Bei-ti-wu-dou], 10, 69-81.

Bond, K. E. and Gerdes, E. (2012). Student performance in a dance-based humanities course at “Diversity U.” In S. W. Stinson, Shu-Ying Liu and C. S. Nielsen (eds.), Dance, Young People and Change - Proceedings of the World Dance Alliance/Dance and the Child International Conference.  Available at:

Bond, K. E. (2010). Graduate dance education in the United States: 1985-2010. Journal of Dance Education, 10/4, 122-135.

Bond, K. E. (2010). The benefits of dance. Interpersonal skills and expression. In K. Vacarro, (ed.), Dance in My Life. Reston, VA: National Dance Alliance.

Bond, K. E. (2009). Dance education and the culture of empathy: Visions for the new millennium. Keynote address, Taipei College of Physical Education, Taiwan, July 2.

Bond, K. E. and Stinson, S. W. (2009). “It makes my brain grow:” Young people’s experiences of achievement in dance. Keynote presentation, 11th Dance and the Child International Conference, Kingston, Jamaica, August 1-8.

Bond, K. E. (2008). The human nature of dance: Towards a theory of aesthetic community. In S. Malloch and C. Trevarthen (eds.), Communicative Musicality: Exploring the Basis of Human Companionship. Oxford: Oxford University Press, 401-422.

Bond, K. E. (2008). Honoring Hanny Kolm Exiner (1918–2006): Dancer, philosopher, and visionary educator. In T. Hagood (ed.), Legacy and Dance Education: Values, Practices and People. Youngstown, NY: Cambria Press, 99-114.

Bond, K. E. and Stinson, S. W. (2007). “It's work, work, work, work:” Young people's experiences of effort and engagement in dance, Research in Dance Education 8(2), 155-183.

Bond, K. E., Frichtel, M. C. and Park, H. (2007). Who am I? Who are we? Children perform identity, difference, and community in an intergenerational dance setting. In L. Overby and B. Lepczyk (eds.), Dance: Current Selected Research, Volume 6. New York: AMS Press, 125-152.

Bond, K. E. and Richard, B. (2005). “Ladies and gentlemen! What do you see? What do you feel?” A story of connected curriculum in a third grade dance education setting. In L. Overby and B. Lepczyk (eds.), Dance: Current Selected Research, Volume 5. New York: AMS Press, 85-134.

Bond, K. E. and Etwaroo, I. (2005). “If I really see you”: Students’ experiences of identity and difference in a higher education setting. In M-C Powell and V. Marcow-Speiser (eds.), The Arts, Education, and Social Change: Little Signs of Hope. Cambridge, MA: Peter Lang Publishers, 87-100.

Bond, K. E. and Stinson, S. W. (2001). “I feel like I’m going to take off!” Young people’s experiences of the superordinary in dance. Dance Research Journal, 32(2), 52-87.

Bond, K.E. (2000). Revisioning purpose: Children, dance and the culture of caring. Keynote address. In J. E. LeDrew & H. Ritenberg (eds.), Proceedings - Extensions & Extremities: Points of Departure. Regina, Saskatchewan, Canada: Dance and the Child International, 3-14.