The ICMTA exists to serve and nourish the lives of our members. In this context of conscious movement practices, it becomes especially important that the members and structures of ICMTA support the welfare of all ICMTA community members – teachers and students alike.
Conflicts will inevitably arise within any community. The health of our ICMTA community is not measured by the presence or absence of conflict, rather by our willingness to find effective, responsible, and compassionate resolution of interpersonal tensions when they arise. The intention to attend to and learn from conflict is a clear application of our dance practice as a transformative vehicle in our daily lives.
On this page, you will find:
- the ICMTA Code of Ethics that all our members commit to.
- information on the Ethics Support Circle and how to reach them.
- information on the Ethics function within the ICMTA.
- what's cooking in the Ethics Circle: A new mediation procedure is being developed by the Ethics Circle and will be in operation early 2018. It represents our effort to create a mechanism for individuals to express concerns regarding the conduct of ICMTA teachers, facilitators, students, or governing/institutional policies.
ICMTA Code of Ethics
(Updated Feb 2016)
Our current Code of Ethics attempts to articulate our best practices, expectations and aspirations as conscious movement teachers. While teachers are asked to agree to this document when they become members, we also recognize that situations often arise which can challenge these expectations. The aim of the code is to provide guidelines which would aid teachers to recognize when they are in a situation which requires ethical support and to seek that support.
Teachers have different backgrounds and different degrees of understanding of the effects and consequences of particular behaviors. Culture can have an influence on expectations. By providing education in ethical inquiry we hope to clarify the benefits of maintaining this awareness for both teachers and students.
The Code of Ethics
We strive to create a culture of learning for students that includes safety, respect, integrity and accountability. We acknowledge that ICMTA teachers come from diverse backgrounds, cultures, professions, communities, beliefs, as well as residing in different countries and speaking multiple languages. We seek to celebrate that diversity while also providing these guidelines as shared principles and best practices for our work in our local communities and across the globe.
We seek to embody values of compassion, equality, transparency, respect, and above all, to do no harm as teachers.
1. Professional Integrity
We commit to professional integrity.
2. Safety & Awareness
We are dedicated to providing a safe space for movement exploration.
3. Healthy Boundaries
We maintain healthy boundaries.
We make ourselves accountable to our students, and to each other.
The ICMTA Ethics Support Circle
The ICMTA Ethics Support Circle seeks to create a path to resolution consistent with the values of compassion, respect, transparency and accountability. The Ethics Support Circle’s primary role is to provide confidential consultation to anyone with ethical concerns. The team may function as a:
Since the primary role of the Ethics Support Circle is as an impartial friend to all community members, rather than to become involved in deciding individual disputes, it is intended that the majority of issues raised will be resolved through dialogue, support, reflection, mediation and other constructive means.
Any member of the ICMTA or their student can express a concern by submitting an email to the Ethics Support Circle at email@example.com that includes:
- the name of the person(s) whose behavior the conflict involves, your relationship to the member, eg Student, Teacher, Trainee, Supervisee, etc.,
- a detailed description of the alleged behavior or incident(s)
- a history of attempt(s), if any, to resolve the complaint through other means,
- a general statement about the resolution or support desired.
Introduction to The Ethics Function within the ICMTA
Domain & Aim
(Updated 2 March 2014)