Widening Our Understanding of Creative Pedagogy: A North-South Dialogue

Autor/inn/en	Glaveanu, Vlad Petre; Sierra, Zayda; Tanggaard, Lene
Titel	Widening Our Understanding of Creative Pedagogy: A North-South Dialogue
Quelle	In: Education 3-13, 43 (2015) 4, S.360-370 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2015.1020634
Schlagwörter	Creative Teaching; Foreign Countries; Cross Cultural Studies; Creativity; Educational Environment; Sociocultural Patterns; Accountability; Standards; Comparative Education; Social Class; Social Differences; Educational Policy; Racial Bias; Foreign Policy; Power Structure; Disadvantaged; Equal Education; Access to Education; Educational Philosophy; Skill Development; Entrepreneurship; Educational Change; Neoliberalism; Elementary Secondary Education; Cultural Differences; Colombia; Denmark + Suchen Sie Ihr Suchwort? Creative thinking; Teaching; Kreatives Denken; Unterricht; Ausland; Cultural comparison; Kulturvergleich; Kreativität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziokulturelle Theorie; Verantwortung; Standard; Vergleichende Erziehungswissenschaft; Social classes; Soziale Klasse; Sozialer Unterschied; Politics of education; Bildungspolitik; Racial discrimination; Rassismus; Außenpolitik; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsphilosophie; Erziehungsphilosophie; Kompetenzentwicklung; Qualifikationsentwicklung; Unternehmungsgeist; Bildungsreform; Neo-liberalism; Neoliberalismus; Kultureller Unterschied; Kolumbien; Dänemark
Abstract	The present article offers a reflection on creativity and creative pedagogy emerging out of an ongoing dialogue between three authors placed in two very different sociocultural contexts--Denmark and Colombia. Despite obvious geographical, economic, and cultural differences, similar concerns animate our practice when it comes to the question of creativity and creative pedagogy. The article opens with a brief presentation of the two cultural settings considered here and, based on it, continues with a discussion of paradigmatic foundations of creativity within education in general and within school in particular. These reflections inform our approach to creative pedagogy and suggest a reformulation of this concept in the light of sociocultural and decolonial theoretical perspectives. In the end, we question today's global ethos in formal educational environments of striving towards accountability and standardisation in ways that minimise, if not outright exclude, difference, diversity, and, consequently, creativity itself. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01