NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ828205
Record Type: Journal
Publication Date: 2007-May
Pages: 11
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0300-4279
Performativity by Stealth: A Critique of Recent Initiatives on Creativity
Turner-Bisset, Rosie
Education 3-13, v35 n2 p193-203 May 2007
This article offers an analysis of recent development in primary education, in particular the prevailing climate of performativity and new initiatives on creativity. Since 1989 education has been dominated by the performativity discourse accompanied by the obsession with evidence: of children's learning; of teachers' performance; and of student teachers' "covering" the standards. Recent initiatives would seem to signify a shift in official Government thinking on education and a move to embrace the creativity discourse. The commissioning of a national report on creativity and culture was an important first step. There was also the QCA's literature review of creativity, and the development of the QCA web site on creativity. More recently, we have seen the introduction of the new Primary National Strategy (PNS) via the DfES document "Excellence and Enjoyment" and Government support for creative partnerships: a programme aimed at developing creativity in learning and participation in cultural activities. This article argues that the new initiatives on creativity do not herald major change in primary education. It offers a critique of two significant texts: the Primary National Strategy and the QCA web site on creativity. It presents an alternative analysis of creativity and suggests ways forward to prevent creativity becoming hijacked by the performativity discourse.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom