Transforming creative classroom contradictions through activity theory analysis.

Kinsella, Victoria (2018) Transforming creative classroom contradictions through activity theory analysis. In: Creativity Policy, Partnerships and Practice in Education. Creativity, Education and the Arts, 1 (1). Palgrave macmillan, pp. 45-64. ISBN 978-3-319-96724-0

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Abstract

This chapter documents a study involving four art and design departments in England, engaged in re-imaging and re-conceptualising creativity and its assessment within the classroom. Throughout the investigation it was identified that the development of creativity was complex. We had to account for the interconnected elements of the culture and structure of the classroom, a range of interactions and modes of learning. These impacted pedagogic practice and identity construction.
Activity Theory (Engeström, 1999) was employed which acknowledged this multifaceted reality, as it embraced individuality but also ascribed interconnections between people. The findings suggest that using AT enabled teachers to “plug into” (Deleuze & Guattari, 1987) the socio-cultural-political structures of the classroom, alongside the exploration of ontology.

Item Type:	Book Section
Subjects:	X300 Academic studies in Education X900 Others in Education
Divisions:	Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE) > Re-thinking Creativities REF UoA Output Collections > REF2021 UoA23: Education
Depositing User:	Victoria Kinsella Hadjinestoros
Date Deposited:	08 Nov 2018 08:49
Last Modified:	08 Nov 2018 08:49
URI:	http://www.open-access.bcu.ac.uk/id/eprint/6565

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