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Creativity within the Foundation Phase curriculum: a risky business?

Chicken, Sarah

Authors



Abstract

Whilst creative behaviours are viewed as twenty-first century competencies [Davies, et.al. 2017] understandings within education remain vague [Prentice, 2000]. Through a focus on two Welsh primary headteachers, this paper illuminates two contrasting constructions of school-based creativity and considers associated pedagogical practices. Whilst the creativity literature foregrounds child agency within risk-taking environments [Grainger and Barnes,. 2006], analysis of the first setting suggests that the privileging of accountability to external markers may lead to risk-aversion as creativity is shaped through a ‘policy panopticon’ [Ball, 2003] A shift from traditional arts-based views of creativity towards an emphasis upon creative behaviours may be advantageous and a reconstruction of accountability as starting at the micro level of the child. Whilst the post-Donaldson zeitgeist offers hope, this may still be challenging where high stakes assessments remain. These tensions are significant to practitioners since implicit understandings of ‘creativity’ impact on the pedagogies offered to children.

Journal Article Type Article
Journal Education 3-13
Print ISSN 0300-4279
Electronic ISSN 1475-7575
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Pages 1-13
APA6 Citation Chicken, S. (in press). Creativity within the Foundation Phase curriculum: a risky business?. Education 3-13, 1-13. https://doi.org/10.1080/03004279.2019.1646298
DOI https://doi.org/10.1080/03004279.2019.1646298
Keywords Education; Creativity; creative behaviours; risk-taking; accountability; child-agency; early years; Foundation Phase curriculum
Additional Information Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline....ope&journalCode=rett20; Received: 2019-06-18; Accepted: 2019-07-12; Published: 2019-07-30