Session Information
19 SES 05, Creativity and Performativity Policies, Programmes and Practices in Europe (Part 1)
Symposium to be continued in 19 SES 06
Time:
2008-09-11
08:30-10:00
Room:
A1 316
Chair:
Geoff Troman
Discussant:
Bob Jeffrey
Contribution
In the political context reforms and programmes demonstrate (Borgnakke, 2007) at the same time demands of creativity and new strategies for education and learning and demands of performativity, assessment and evaluation. In the light of these demands the paper identifies the political double agenda, impacts and dilemmas at the different levels. At meso-levels the programmes involve demands for creative organisational development, including strategies for teacher professionalization.
The political discourse mirrors issues in the modern welfare state modernizing the key tasks: care, upbringing and education. The paper exemplifies, through case studies, the breakaway from the classic basis. The professional team is recognized as a team building up new routines for i) organisational development, ii) creative learning, iii) combined with strategies for performativity, assessments and evaluation.
In the practical context, schools and teachers are facing the challenge of how to implement reforms and strengthen the professional strategies. The paper identifies the conflicting school culture and youth culture and recalls the dynamic contrasts, such as desire/duty, playing/learning, leisure ('for leisure use')/school ('for school use').
In this light the paper shows how the micro-level mirrors the dilemma between creativity and performativity but also how teacher and students create new possibilities in the learning practice.
References
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