Rethinking Creativity from the “South”: Alternative Horizons Toward Strengthening Community-Based Well-Being

Sierra, Zayda; Fallon, Gérald

doi:10.1057/978-1-137-46344-9_17

Cited by 6 publications

(2 citation statements)

References 17 publications

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“…It is imperative to design interventions and intentionally foster school programmes that are grounded in the principles of socio-emotional learning and can recognize and tackle inequities in education and society. Such principles promote the creation of safe, participative spaces in which power di erentials can be challenged and replaced by an active co-construction of knowledge (Sierra and Fallon, 2016). Interventions designed by both researchers and educators have to take into account both the bene ts and costs associated with working with what is, for most, a highly personal area of their existence (e.g.…”

Section: Programmesmentioning

confidence: 99%

The social and emotional foundations of learning

Gotlieb¹,

Hickey-Moody²,

Güroğlu³

et al. 2022

Reimagining Education: The International Science and Evidence Based Education Assessment

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T he goal of this chapter is to assess and discuss research and knowledge concerning the signi cance of Social and Emotional Learning (SEL) in educational practices. The chapter rst discusses the nature of learning, which is inherently social, relational and a ective. The concept and de nitions of SEL are introduced to synthesize the debate around how social and emotional experiences interact with the learning processes. Then the development of socio-emotional skills across the lifespan with regards to neurobiological, social, and cultural factors is discussed, highlighting the important role of assessment in bringing a disciplined focus to SEL in schools. Applied research that describes interventions, programmes and policies geared towards promoting SEL and that can inform educational practices is then presented. The chapter concludes by recommending that SEL practices and policies should be responsive to context and culture, be informed by neurobiological development, and take into account educators' social and emotional capacities.

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Section: Programmesmentioning

confidence: 99%

The social and emotional foundations of learning

Gotlieb¹,

Hickey-Moody²,

Güroğlu³

et al. 2022

Reimagining Education: The International Science and Evidence Based Education Assessment

View full text Add to dashboard Cite

show abstract

“…Such a theory is not only concerned with the social-psychological processes of creating, but the social impact of creativity as well. For example, Sierra and Fallon (2017), from a decolonial perspective, distinguished between oppressive creativity and the creativity of resistance and social transformation. The former designates all the innovative ways used by local, national, and international elites to exploit the labor and natural resources of marginalized communities across the world.…”

Section: Creativity and Global Citizenship: The Good The Bad And The Promisingmentioning

confidence: 99%

Global Citizenship Education

Sandhu¹

2020

Encyclopedia of the UN Sustainable Development Goals

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adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence and indicate if changes were made. The images or other third party material in this book are included in the book's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the book's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

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Thinking outside of the (Western) Box: Cultural Psychology Perspectives on Creativity in Education

Dantas de Paula,

Branco,

Glaveanu

2024

Journal of Creative Behavior

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This paper expands upon the invitation to rethink how psychology has constructed knowledge, theories, and research while analyzing the epistemological foundations of educational practices in schools, especially those aimed at promoting creativity. Our goal is to critically explore the shortcomings of the traditional, Westernized individualistic, and mostly positivistic approach usually found in school contexts. To foster creativity, a more dialogical, socio‐cultural, and collaborative framework is suggested, involving multiple perspectives and possibility thinking to address current educational challenges. Through an examination of education and creativity, we analyze educational practices in Westernized societies and explore the possibilities that arise from non‐Western perspectives and dialogical approaches. The discussion is guided by the following questions: what kind of educational practices have been bolstered in Westernized societies? How do these relate to educating (with and for) creativity? A case study is included to provide concrete illustrations that substantiate our arguments. Incorporating decolonial frameworks into cultural and socio‐cultural perspectives, as well as in creativity research, would enrich the understanding of these fields. Decolonial approaches can offer valuable insights by addressing power relations inherent in knowledge construction and practice. Embracing these approaches enables these fields to contribute to a more nuanced and comprehensive understanding of human phenomena.

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Rethinking Creativity from the “South”: Alternative Horizons Toward Strengthening Community-Based Well-Being

Cited by 6 publications

References 17 publications

The social and emotional foundations of learning

The social and emotional foundations of learning

Global Citizenship Education

Thinking outside of the (Western) Box: Cultural Psychology Perspectives on Creativity in Education

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