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ERIC Number: EJ808607
Record Type: Journal
Publication Date: 2008-Aug
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1871-1871
Mediating Creativity and Performativity Policy Tensions in Dance Education-Based Action Research Partnerships: Insights from a Mentor's Self-Study
Chappell, Kerry
Thinking Skills and Creativity, v3 n2 p94-103 Aug 2008
This paper will present and critique the mediation of tensions arising as a result of the collision of creativity and performativity policies in English primary education, in the context of the three-way model of creative partnership being used for professional development in certain English schools. The paper will consider these partnerships from my perspective of research mentor to classroom teachers and dance artists engaged in dance-based action research (Creativity Action Research Awards 2). The paper focuses on two tensions arising in these contexts and their relationship to the creativity/performativity policy tensions: firstly process (with inherent potential for risk-taking, and critical appraisal) "versus" product (with inherent potential clarity) in the context of both the wider school performativity agenda and the performance expectation within dance; secondly, the necessary depth of enquiry to achieve ownership of creative activity by teachers and learners "versus" a desire for initiatives to demonstrate immediate results articulated in verbal, numeric or written form. The paper draws on my self-study of my role as research mentor within the CARA 2 initiative, to consider the manifestation and mediation of these tensions within actual three-way partnership practice, and the implications for current and future practice and policy. (Contains 5 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)