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ERIC Number: EJ804905
Record Type: Journal
Publication Date: 2008-Oct
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0141-1926
"We're All in This Game Whether We Like It or Not to Get a Number of As to Cs." Design and Technology Teachers' Struggles to Implement Creativity and Performativity Policies
Nicholl, Bill; McLellan, Ros
British Educational Research Journal, v34 n5 p585-600 Oct 2008
Education reform in England has seen many policies and initiatives introduced by central government. This article discusses two such policies, performativity and creativity. Performativity has been central to the government's agenda of raising standards and includes monitoring mechanisms such as Office for Standards in Education (Ofsted) inspections, performance management and school league tables, all of which are used to measure or judge the value or worth of a school or individual teacher. At the same time as policies on performativity have been implemented, policy makers have introduced a number of policies to encourage creativity in education. This article foregrounds teachers of design and technology (D&T) at secondary level (11-16 years), describing how they struggled to implement both strategies. Teachers valued creativity and thought it was an important part of the subject, but the pressure to be seen to be performing and getting favourable positions in school league tables and Ofsted inspections meant the teaching of D&T became rather formulaic, which allowed very little opportunity for creative learning. Individual interviews were conducted with 14 D&T teachers across six schools and an open-ended email survey was conducted with a further 17 D&T teachers from 15 schools during the preliminary phase of a research and intervention project. In addition, 69 D&T teachers across eight schools completed a questionnaire at the start of the main intervention period. Data from 126 student interviews across six schools are used to support the teacher data outlined above. (Contains 1 table and 6 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)