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ERIC Number: EJ804902
Record Type: Journal
Publication Date: 2008-Oct
Pages: 16
Abstractor: As Provided
Reference Count: 92
ISBN: N/A
ISSN: ISSN-0141-1926
Creativity and Performativity: Counterpoints in British and Australian Education
Burnard, Pamela; White, Julie
British Educational Research Journal, v34 n5 p667-682 Oct 2008
This article explores the complex interplay of power between performativity and creativity agendas--a mutual tension that resides in British and Australian education. Accountability constraints and conflicting policy debates are problematised against the wider imperatives of similar government agendas. This "counterpoint" of freedom and control has significant implications for pedagogy and, through accommodating performativity, teacher agency and professionalism are under threat. The authors propose a "rebalancing" where pedagogy transforms from a site of struggle for control, to one where a higher trust is placed in teacher professionalism. The idea of "rebalancing pedagogy" offers a way for teachers to navigate and be supported through the opposing demands of performativity and creativity. It acknowledges the importance of teacher agency and where teaching is judged against the characteristics of a systemic approach that facilitates the building of creative learning communities capable of supporting any curricula or content-focused programmes in and beyond schools. (Contains 9 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; United Kingdom