Creativity has become a buzzword across all disciplines in education and across all phases, from early years through to tertiary education. Although the meaning of creativity can change vastly depending on the global educational setting, it is impossible to ignore the applicability and relevance of creativity as an educational tool, philosophical framework and pedagogical approach.
Through case studies of creativity in varying settings and diverse contexts, this collection explores the ground-breaking work undertaken internationally to support, develop and future-proof learners with, and for, creativity. The chapters are centred around a practice based enquiry or other forms of empirical research. This provides the scholarly basis upon which creativity is continuously reconceptualised and redefined in the educational and country-specific context of each study. Contributors from different countries then provide critical, reflective and analytical responses to each chapter. These conversational responses focus further on international education perspectives and provide a dialogue for educators into how methods and approaches can be transferred, translated and contextually mediated for different environments. Through the case studies and responses, Creativity in Education provides practical insights for application in a wide range of educational settings and contexts, such as the use of art exhibitions and object-work, as well as more philosophical approaches to teacher education, leadership for learning and creativity as a universal phenomenon.
Praise for Creativity in Education
‚The publication is engaging and intellectually provoking. It challenges the reader to view creativity as a universal phenomenon with specific cultural and country-specific mediated practices. While it emphasises the socio-cultural nature of creativity, its international approach is particularly useful for teacher educators and practitioners from all countries in extending their understanding of creativity through its many different manifestations. The examples of creative assessment tasks and methods make it a very practical book, but its insights also provide an important message for policymakers with policy recommendations to view creativity as a key competence for future generations of teachers and their learners.‘
Educational Review
‚Knox [chapter 1] choreographs a tour de force discussing creativity using interactions with context, content, curriculum, pedagogy, herself, students, and teacher education literature. She adroitly situates her case study within teacher education narrative inquiry and offers responses and rich description to her query “What is choreography and how is it creative?”‘
The Journal of Educational Research
Inhaltsverzeichnis
List of figures and tables
Notes on editors
Notes on contributors
Foreword by Prof Glăveanu Acknowledgements
Introduction
Amanda Ince, Nicole Brown, and Karen Ramlackhan
1 Teach about creativity or teach creatively: does it have to be a contradiction
Sofia Eriksson Bergström, Sibylle Menzel Kühne, and Marie Lundgren
A response from the perspective of Austria
Manuela Schlick and Christiane Dalton-Puffer
A response from the perspective of Aotearoa New Zealand
Sarah Knox
A response from the perspective of the United Kingdom
Áine Mc Allister
2 Creativity and curriculum integration with the case of GINUESIUM in South Korea
Keumhee Ahn and Jung Duk Ohn
A response from the perspective of Chile
Roxana Balbontín-Alvarado and Cristian Rivas-Morales
A response from the perspective of Aotearoa New Zealand
Carolyn Julie Swanson
3 Bringing books alive! Working with children’s librarians in Qatar
Lizbeth Bullough
A response from the perspective of Malawi and Mauritius
Rosemary Davis
A response from the perspective of Sweden
Sally Windsor
4 The role of creativity and innovation for teaching in disruptive times: the case of Chile
Roxana Balbontín-Alvarado and Cristian Rivas-Morales
A response from the perspective of Hong Kong
Denise Wu
A response from the perspective of Botswana and Namibia
Rosemary Davis
5 Creativity and critical thinking in online learning: addressing social justice, equity and inclusion in a graduate course in the United States of America Karen Ramlackhan
A response from the perspective of the United Kingdom
Áine Mc Allister
A response from the perspective of Finland
Anne-Mari Souto, Sirpa Lappalainen, and Anna-Maija Niemi
6 Teaching creativity to future kindergarten teachers in higher education in China
Mengxuan Gao, Jinying Zhou, and Ying Zhang
A response from the perspective of Finland
Anne-Mari Souto, Sirpa Lappalainen, and Anna-Maija Niemi
A response from the perspective of the United States of America
Maria Gross
7 Choreographic pedagogies: teaching creatively within dance-teacher education in Aotearoa New Zealand
Sarah Knox
A response from the perspective of the United States of America
Karen Ramlackhan
A response from the perspective of Brazil
Klesia Garcia Andrade
Conclusion: future directions for creativity in education
Karen Ramlackhan, Amanda Ince, and Nicole Brown
Index
Über den Autor
Karen Ramlackhan is an Assistant Professor of Educational Leadership and Policy Studies at the University of South Florida, USA. She is committed to work that engenders transformative change of unjust conditions that marginalize populations within educational contexts with especial focus on social justice leadership praxis, and culturally affirming equitable and inclusive practices. Karen’s scholarly activities bridge disciplinary areas and emphasize creativity and critical thinking in problem-solving current issues of equity and justice in educational systems.
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