Creative Learning in the Primary School

Jeffrey, Bob; Woods, Peter

doi:10.4324/9780203884737

Cited by 49 publications

(40 citation statements)

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“…In the productive pedagogies approach this is in addition to promoting an intellectual culture in the classroom based on questioning and problematising the curriculum (Lingard, Hayes, and Mills 2003). Learning is also for the sake of learning rather than a more instrumental approach which, in a 'creative pedagogy', leads to innovation and change on a deep level (Jeffrey and Woods 2009). Perhaps most crucially, all of these pedagogic approaches are founded on the belief that all pupils are capable of transformation in terms of their learning and rejects the notion of fixed ability and hence ability grouping in schools.…”

Section: Introductionmentioning

confidence: 99%

“…Perhaps best known in the context of socio-economic disadvantage is the 'productive pedagogies' approach developed in Queensland, Australia (Hayes, Mills, and Christie 2006). In England, challenges to current practice have emerged in the form of 'creative pedagogy' (Jeffrey and Woods 2009) and 'transformative pedagogy' (Hart et al 2004). These approaches, although they differ from one another in a number of respects, are all characterised by a number of features designed to promote greater recognitive and distributive justice.…”

Section: Introductionmentioning

confidence: 99%

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The importance of teaching: pedagogical constraints and possibilities in working-class schools

Lupton

Hempel-Jorgensen

2012

Journal of Education Policy

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This paper starts from the propositions that (a) pedagogy is central to the achievement of socially just education and (b) there are existing pedagogical approaches that can contribute to more socially just outcomes. Given the ostensible commitments of the current English Government to reducing educational inequality and to the importance of teaching, we set out to explore the conditions that would need to be put in place to enable these approaches to be developed and sustained consistently in disadvantaged schools in England. We start by analysing classroom observation and interview data from four primary schools with contrasting socio-economic composition, highlighting the different pedagogical practices that emerge in working-and middle-class schools and also in working-class schools in different circumstances. Interviews with pupils show the impact of these practices on learner identities. We then draw on a variety of literatures on school composition, markets, leadership and teacher identities to present an account of the ways in which these different pedagogies are consciously or unconsciously produced. We point to systemic constraints: a mismatch between student demands and organisational capacity; teachers' attitudes and professional identities and performative pressures on school leaders. All of these suggest the need for fundamental reforms to educational purposes and system architecture, rather than the naïve reliance on teacher agency to transform educational outcomes. Nevertheless, the current policy environment in England does offer some possibilities for action and we close the paper with some suggestions about ways in which capacity for more socially just pedagogy could be built within English schools.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The importance of teaching: pedagogical constraints and possibilities in working-class schools

Lupton

Hempel-Jorgensen

2012

Journal of Education Policy

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“…Studies of change highlight the ways in which these systems and practices must be geared to the provision of 'spaces for dialogue and the extension of professional trust and autonomy' (Preistley and Sime 2005, p. 475). It is through the creation of such dialogic space that headteachers help staff manage the tensions between performative audit regimes and new approaches (Jeffrey and Woods 2009;Johnson 2004), as well as change collective organisational cultures (Gordon and Patterson 2008) and individual professional identities (Geijsel and Meijers 2005). Our snapshot data does provide us an insight into some of these components.…”

Section: Headteachers and School Changementioning

confidence: 85%

Creativity and whole school change: An investigation of English headteacher practices

Thomson

Sanders

2009

J Educ Change

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Schools in England have been required to adopt and adapt an ongoing series of policy initiatives: some however are offered on an 'opt-in' basis. This paper examines one such 'offer,' that of Creative Partnerships, a programme which provides schools in designated deprived areas the opportunity to work with creative practitioners in order to change both classroom practice and whole schools. We report here on the snapshot phase of a national study, using a corpus of multimethod qualitative data from 40 schools. We suggest that headteachers saw different opportunities in the CP offer but what actually happened in the school related to three interwoven strands: the situatedness of the school, the headteacher's stance towards change, and the architecture of change management. Our analysis, which highlights the ways in which many of the schools were unable to 'spread and embed' the pedagogical changes supported through CP, suggests that the majority of heads could benefit from involvement in explicit discussion about 'unofficial'-and more democratic-approaches to leading and managing change.Keywords Creativity Á Change management Á Leadership Á EnglandIn an effort to maintain the impetus for, and pace of, educational change the English New Labour government has produced a continuing flow of initiatives. As Ball (2008, p. 3) puts it, ''policy is currently experienced as a constant flow of new requirements, changes, exhortations, responsibilities and expectations.'' This policy churn has left many schools and headteachers suffering profound reform enervation. But there is relentless pressure on English schools to continually improve. This is embodied in the expectation of OfSTED and Local Authorities that schools produce

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“…Banajii, Burn and Buckingham, 2010;Craft, 2011;Kaufman and Beghetto, 2009;Sawyer,2004) and its instantiation in the pedagogic practices both of teachers (e.g. Cremin, Barnes and Scoffham, 2009;Jeffrey and Woods, 2009), and of artists (e.g. Bancroft, Fawcett and Hay, 2008;Galton, 2008).…”

Section: Introductionmentioning

confidence: 99%

Reciprocity between narrative, questioning and imagination in the early and primary years: Examining the role of narrative in possibility thinking

Cremin

Chappell

Craft³

2013

Thinking Skills and Creativity

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Creative Learning in the Primary School

Cited by 49 publications

References 0 publications

The importance of teaching: pedagogical constraints and possibilities in working-class schools

The importance of teaching: pedagogical constraints and possibilities in working-class schools

Creativity and whole school change: An investigation of English headteacher practices

Reciprocity between narrative, questioning and imagination in the early and primary years: Examining the role of narrative in possibility thinking

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