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      Silences and silence in 'creativity'

      research-article
      London Review of Education
      IOE Press
      CREATIVITY, IMAGINATION, TEACHING
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            Abstract

            This reflective piece – written primarily to provoke discussion – raises some questions about and for the recent 'creativity agenda' in educational policy in England, suggesting that something fundamental is missing. The author argues that 'creativity' has characteristically been defined in recent policy discourse as a set of skills concerned with developing independent thinking, problem-solving and flexible working. 'Creativity' thus turns out to be intimately and explicitly allied to 'employability'. The author believes that creativity, on the contrary, is stimulated by the encouragement of vivid inner lifeworlds, a sense of imaginative interiority and a sensuously-felt subjectivity – as exemplified in S.T. Coleridge's poem Kubla Khan. She argues that these are part of pedagogic responsibility as well as a sine qua non for the work of the imagination. The author is writing in her role as poet (who also leads creative writing workshops, including for teachers), rather than as a researcher.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            01 July 2012
            : 10
            : 2
            : 215-225
            Article
            1474-8460(20120701)10:2L.215;1- s8.phd /ioep/clre/2012/00000010/00000002/art00008
            10.1080/14748460.2012.691285
            b8166ba2-08ff-4c10-91ab-9f46687a0beb
            Copyright @ 2012
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            TEACHING,CREATIVITY,IMAGINATION

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