The Creative System in Action

McIntyre, Phillip; Fulton, Janet; Paton, Elizabeth

doi:10.1057/9781137509468

Cited by 18 publications

(1 citation statement)

References 54 publications

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“…Doing so upholds the practice of individualisation discussed above, in which the responsibility for delivering structural change in the cultural sector is devolved outwards from institutions and organisations to lone artists or even participants. This obscures the extent to which individual practice is part of a system (Csikszentmihalyi, 2014;Kerrigan, 2013;McIntyre et al, 2016) in which failures are inevitable and can occur at any point. Solutions, therefore, will often require whole system thinking (Bignell & Fortune, 1984).…”

Section: Learning From Failurementioning

confidence: 99%

Thinking About Failing

Jancovich

Stevenson²

2022

Palgrave Studies in Cultural Participation

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This chapter explores how academic researchers have understood the concept of failure. The chapter focuses on public policy literature to develop an understanding of the relational and contextual nature of success and failure. After a brief discussion on what we can understand by cultural policy and who has a role in its inception and delivery, this chapter considers the ways in which academics have attempted to define what policy failure constitutes and how we might identify its occurrence. This chapter also reflects upon the relationship between failure and learning. Here, we highlight that the fields of business and entrepreneurship have undertaken the most work to understand the opportunities that learning from failure can afford.

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Section: Learning From Failurementioning

confidence: 99%

Thinking About Failing

Jancovich

Stevenson²

2022

Palgrave Studies in Cultural Participation

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Multiple Creativities Put to Work for Creative Ecologies in Teacher Professional Learning: A Vision and Practice of Everyday Creativity

Szabó

Burnard

Harris

et al. 2021

Palgrave Studies in Creativity and Culture

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In this chapter, we argue for a new vision for teacher professional learning based on the diverse creativities as practice which catalyzes educational change in whole-school contexts. We argue that it is possible (and preferable) to expand improvements to teacher education and professional development beyond neoliberal notions of “workplace readiness” and toward an environmental, ecological, sustainable education for lives worth living. This creative ecological approach considers the entire context and community of various stakeholders.Applying a case study approach, we analyze teachers’ published assignments in a blended in-service teacher education course entitled “Everyday Creativity.” We take an applied Discourse Analytic perspective and devote special attention to narratives. We argue that teachers’ self-reflective course assignments, as well as their reports on their experimental and exploratory follow-up projects, can be considered narratives through which they discursively reconstruct not only their professional identities but also their perceptions of creativity in their whole-school ecologies.Based on the theoretical framework and case study, we define everyday creativity as a manifestation of real-world learning which gives a rhizomatic understanding of how diverse creativities intra-act and are embedded within the creative ecologies of school. Finally, we indicate the potential of the concept in the renewal of education in general and teacher education in particular.

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