In this article, two pedagogical approaches intended to foster social inclusion in school-based dance programs are described: inquiry and reverse chronology. The inclusion of inquiry and reverse chronology as featured pedagogies in Queensland, Australia's statewide General Senior Dance Syllabus is discussed, including the combined use of these pedagogies to promote more inclusive dance classrooms and dance teaching practices. In particular, the author highlights an approach to curriculum organization that features key questions and presents an alternative to traditional, style-based approaches to dance curriculum organization.