How an Olympic breakdancer could help higher ed bust a move

Have you caught any clips from the Paris 2024 Olympic breakdancing competition? If so, it’s likely you’ve heard about the Australian breakdancer with the moniker “Raygun.”

Over the past few weeks, I’ve spent considerable time engaging with memes, jokes, and more cerebral conversations regarding the performance of Rachael Gunn, PhD. Gunn, a 37-year-old dancer and lecturer at Sydney’s Macquarie University, completed her doctorate in cultural studies, focusing on the “cultural politics of breaking.” Her research spans breaking, street dance, gender politics, hip-hop culture, and youth cultures. Her thesis, titled “Deterritorializing Gender in Sydney’s Breakdancing Scene: A B-girl’s Experience of B-boying,” explored the intersection of gender and breaking culture in Sydney. While Gunn scored zero in all three rounds of the Olympic competition, her performance offers a valuable lesson beyond the surface.

Academic success does not equal street cred

A critical aspect of education is the integration of practical application with theoretical learning. Gunn’s Olympic efforts highlight a significant opportunity within higher education.

To some, her performance was a proverbial train wreck—a collision of Rachael Gunn, and Raygun—but the true importance of that collision may have been overlooked. Gunn possesses an impressive academic understanding of breakdancing’s cultural implications. Beyond her scholarly credentials, she has a background in jazz and ballroom dancing—accomplishments that command respect, even if they didn’t translate to street cred during her Olympic performance.

This brings me to a broader parallel between Gunn’s performance and the current state of higher education. She is undeniably an academic expert in breakdancing, and she occasionally practices the art. However, it seems she has had limited, if any, personal exposure to the classic breakdancing cultures of the Bronx and L.A.

The issue lies in her understanding breakdancing from an intellectual and functional perspective rather than as a lived, cultural practice. This nuance speaks volumes about the challenges in higher education today.

Academics versus practical experience

Many academics are well-versed in their subject matter on a conceptual level; however, they lack the practical experience that can truly bring their expertise to life. As educators, we owe our students both.

Students today must grasp the academic and intellectual foundations of their chosen disciplines. Equally important, though, is the practical learning that comes from hands-on experience. It’s not enough to excel in tests and grades; students need to build the muscle memory and real-world skills that will enable them to rise above expectations in their careers. Years after graduation, few people are still discussing their GPA, but those around them will likely critique how well they can perform in their field.

Neither theoretical knowledge nor practical skills should be valued above the other; both are essential. This belief may challenge traditional views of the Academy, which has often prioritized academic learning over practical application. But as the needs of students evolve, so too must our educational approach, particularly for those pursuing bachelor’s or master’s degrees who encounter limited practical learning opportunities.

In higher education, we have an obligation to balance both worlds. Today’s competitive landscape demands that we not only preach innovation to our students but also innovate in our teaching methods. We must prioritize those we serve—the students—and prepare them for the world beyond academia. While research and exploration are crucial, they should not overshadow our primary mission: educating and equipping students with the skills they need for success.

Raygun’s real lesson

Gunn’s Olympic performance, though disappointing to some, exemplifies the gap between being an educator and a practitioner. Her experience offers a crucial lesson: The need to achieve the delicate balance between intellectual understanding and practical application in higher education.

If we fail to integrate practical skills into our curricula, we risk pushing ourselves off the admissions cliff, not because students no longer wish to learn, but because we aren’t adapting quickly enough to meet their needs and the demands of industry.

This observation is not a critique of Gunn nor the Academy, but a call to action. We have a chance to move higher education forward, to remain relevant, and to educate the future leaders of our world.

I applaud Rachael “Raygun” Gunn, not because her performance was Olympic-caliber, but because of what it represented—a powerful reminder of the work we must do to ensure that we in higher education are not just talking the talk, but also teaching our students how to walk the walk. Or at the very least showing them how to make the right moves.

R. Vann Graves, EdD is executive director at VCU Brandcenter.