Creativity: Performativity's Poison or Its Antidote?

Autor/in	Munday, Ian
Titel	Creativity: Performativity's Poison or Its Antidote?
Quelle	In: Cambridge Journal of Education, 44 (2014) 3, S.319-332 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2014.904274
Schlagwörter	Creativity; Accountability; Postmodernism; Educational Philosophy + Suchen Sie Ihr Suchwort? Kreativität; Verantwortung; Postmoderne; Bildungsphilosophie; Erziehungsphilosophie
Abstract	A common move in the study of creativity and performativity is to present the former as an antidote to the latter. Might we, therefore, see work on creativity in education as heralding an era of post-performativity? In this paper I argue that the portrayal of performativity in the literature on creativity presents an overly simplistic (vulgar?) understanding of what the former involves. In this literature, performativity is used to represent the tightening control over curriculum and pedagogy to meet externally imposed targets. Though this represents a "manifestation" of performativity, it is not constitutive of it. During this paper, I contend that a vulgar or partial understanding of performativity is what leads writers to view creativity as its antidote. To demonstrate what is at stake here, I draw on Lyotard's understanding of performativity. For Lyotard, performativity is a narrative in which effectiveness has usurped Enlightenment narratives of truth and justice and ultimately comes to shape our understanding of the world. During the paper, I try to show that the literature on creativity in education focuses on effectiveness, jettisons concerns with "truth" and partakes in the nihilism of performativity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10