The Turbulent Times of Creativity in the National Curriculum

Autor/in	Maisuria, Alpesh
Titel	The Turbulent Times of Creativity in the National Curriculum
Quelle	In: Policy Futures in Education, 3 (2005) 2, S.141-152 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
Schlagwörter	National Curriculum; Creativity; Quality Control; Foreign Countries; Educational History; Curriculum Development; Educational Philosophy; Centralization; Economic Factors; Educational Testing; Standards; Politics of Education; Student Centered Curriculum; Educational Change; Government Role; Policy Analysis; Educational Policy; Elementary Secondary Education; Educational Principles; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Kreativität; Qualitätskontrolle; Ausland; History of education; Bildungsgeschichte; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsphilosophie; Erziehungsphilosophie; Centralisation; Zentralisierung; Ökonomischer Faktor; Standard; Educational policy; Bildungspolitik; Bildungsreform; Politikfeldanalyse; Politics of education; Bildungsprinzip
Abstract	This article traces the demise of creativity in the national curriculum in England and Wales. It is argued that the creative dimension in the national curriculum has been purged by various government directives since the Ruskin speech in 1976, all aiming to introduce provisions of standardisation, centralisation, and vocationalisation of education. The plethora of centralised testing regimes and quality assurance measures has not only damaged the esteem of teachers and pupils, but has also turned education into a game where teachers teach the art of passing exams, and pupils realise the academic dangers of non-conformity. In the second section of this article it is suggested that despite New Labour's infatuation with measurable standards, it seems the assault on creative subjects is being reversed somewhat, and various efforts have been introduced to bolt creativity onto the national curriculum with the aim of re-energising teachers' and pupils' creative spirits. The article finishes by offering further avenues of thought and concludes by suggesting that a truly inspiring, satisfying and rewarding curriculum can only result from moving from a business-education-orientated education system to a child-centred learning experience. (Contains 2 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10