ResDance Series 4: Episode 8: Studio as site: Voicing bodies through research in dance pedagogy with Jamie Dryburgh In this episode, Jamie shares insight into his experiences as a dancer, pedagogue and researcher and how these have informed his research interests in learning experiences through dance technique(s) from within the studio. We discuss the research methodologies and approaches employed in his PhD research and his role in putting himself as a teacher, mover and researcher who facilitates the learning of others. Jamie shares insightful ideas around researcher positionality, power imbalances within education and his interests in a somatic approach to learning. Throughout this episode, Jamie brings voice to the importance and validity of each individual experience and the uniqueness of our own journeys. Dr Jamieson Dryburgh (he/him) is Director of Higher Education at Central School of Ballet, London. A dance leader, artist, pedagogue and researcher with over twenty years of experience in UK Conservatoire settings, his research interests lie in learning experiences through dance technique(s) from within the studio. Previously as dance lecturer at Trinity Laban Conservatoire of Music and Dance Jamieson specialised in teaching release-based contemporary dance technique, dance pedagogy and participatory dance practice. He has danced for internationally renowned choreographers and companies including Candoco, Yolande Snaith Theatredance, Physical Recall, H2dance, Ben Wright, First Person, Yelp! (Greece), Charleroi/danses (Belgium), Tandem Cie (Belgium) among others.    In 2020, Jamieson completed his PhD in Dance Pedagogy at Middlesex University and continues to present and published his research in this field. He is a director of Participatory Arts Qualifications, principal fellow of the Higher Education Academy, board member of DanceHE and Clore Arts Leader.  Contact email: [email protected] Resources of interest mentioned throughout the episode: Clarke, G., Cramer, F. A. and Muller, G. (2011) ‘Minding Motion’, in Diehl, I. and Lampert F. (Eds.) Dance techniques 2010: tanzplan Germany. Leipzig: Henschell, pp. 196–229. Dryburgh, J. (2022) Approaching pedagogical arts research from within the studio, Theatre, Dance and Performance Training, 13:4, 536-553, DOI: 10.1080/19443927.2021.2012246 Ingold, T. (ed.) (2011) Redrawing anthropology: materials, movements, lines. London: Routledge. Spatz, B. (2015) What a body can do: technique as knowledge, practice as research. Oxon: Routledge. Stinson, S. W. (1998) ‘Seeking a feminist pedagogy for children’s dance’, in Shapiro, S. (ed.) Dance, power, and difference: critical and feminist perspectives on dance education. Leeds: Human Kinetics, pp. 23–4. Please share this episode with students, educators, practitioners, performers, and interdisciplinary researchers curious to learn more about dance research in action.