Table 9.

Comparative analysis of core issues—commonalities.

Commonality category	Cross-cultural	Indigenous cultural
Cultural identity and heritage	Investigates the role of dance education in promoting cultural heritage and identity, such as the teaching of classical South Indian dance in the U.S. (A1) and the role of ethnic dance in intercultural communication (A5)	Focuses on cultural identity and heritage, including perceptions of Chinese dance (B1), the reconstruction of Indigenous culture (B2), and the reconstruction of traditional dance teaching (B4)
Educational reform and teaching methods	Discusses the necessity of specific teaching methods and educational reform, such as integrating recreational culture into pedagogy (A7) and the introduction of writing practices in cross-cultural dance (A11)	Emphasizes reform and inclusivity strategies within the education system, such as the professional development of physical education teachers (B8) and the impact of community art projects on disadvantaged children (B9)
Criticality and reflection	Employs critical and reflective approaches, such as critical phenomenology (A2) and revealing cross-cultural significance through student performers’ reflections (A10)	Not directly mentioned but embedded in critical reflection within education reform and professional development
Professional development and identity	Involves the professional development of teachers and educators’ teaching experiences (A8)	Explicitly explores the identity and professional development of professional dancers, such as identity crises among dance practitioners (B3) and the development of professional identity through DMT (B14)