Creative Learning in the Primary School uses ethnographic
research to consider the main features of creative teaching and
learning within the context of contemporary policy reforms. In
particular, the authors are interested in the clash between two
oppositional discourses - creativity and performativity - and how
they are resolved in creative teacher practice. The book
complements previous work by these authors on creative teaching by
giving more consideration to creative learning.
The first section of the book explores the nature of creative
teaching and learning by examining four key features: relevance,
control, ownership and innovation. The authors devote a chapter to
each of these aspects, outlining their properties and illustrating
them with a wide range of examples, mainly from recent practice in
primary schools.
The second section presents some instructive examples of schools
promoting creative learning, and how creative primary schools have
responded to the policy reforms of recent years. The chapters focus
specifically on:
how pupils act as a powerful resource for creative learning for
each other and for their teachers;
how teachers have appropriated the reforms to enhance their
creativity;
and how one school has moved over a period of ten years from
heavy constraint to high creativity.
The blend of analysis, case-study material and implications for
practice will make this book attractive to primary teachers, school
managers, policy makers, teacher educators and researchers.
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