This paper brings together the ‘lived spaces’ (Van Manen, 1990) from the dance classroom into the academic cauldron to examine some of the navigations of an integrated arts researchbased project undertaken by dance teachers, artist-teachers, choreographers and researchers from Copenhagen, Denmark and Cape Town, South Africa since 2016. Dr Gerard M. Samuel and Dr Charlotte Svendler Nielsen consider their roles in re-evaluating arts integration, addressing challenges to access and dismantling barriers to inclusive education. Samuel suggests ‘silent pedagogies’ whilst Svendler Nielsen advocates ‘videographic participation’ as
new and hopeful (Freirean) pathways to their immersive praxis.