Research objective - To explore and develop a critical understanding of the legacy of creativity using an ethnographic education lens. Little research is undertaken on legacy per se. Academic focus tends to be placed on understanding and evaluating current initiatives. The ethnographic research addresses that imbalance.

Creativity appears to have a low status within the UK’s current political agenda and rhetoric. It arguably remains as a recognised and valued concept through the practice of some educationalists and cultural practitioners. The interest of the study is to exam the legacy of creativity through an ethnographic approach, as it currently unfolds. This is seen within the broad political framework of limited policy thrust or direction and the removal of discourse to legitimise the continuation of personal actions and beliefs relating to creativity. 

 Research questions:

• If the landscape & discourse of creativity has diminished why do some educationalists continue to make a space for creativity?
• What does a space for creativity entail?

• What is the rationale and key factors behind continuing commitment & provision of opportunities to engage with creativity?
• Where does the legacy of creativity sit within the broader political framework and in particular neo-liberalism?

The research explores how creativity continues to be perceived (Sternberg 1999) and interpreted within an education setting informed by policy enactment and engagement (Ball 2012). This is supported through a critical understanding of the broader political framework and value system encapsulating creativity. Complex layers of inter-play between sectors, shapers and actors exist through which the researcher meaningfully examines the legacy of creativity. It is a critical moment in time for the legacy of creativity and policy enactment given the speed of economic change and challenge to institutional and individuals beliefs and values. The ethnographic research captures/analyses data to deepen understanding of agency, commitment and sustainability relating to creativity within the structure of education.

Exploring legacy led to the identification of a setting where an example of continued commitment to creativity existed. Discourse relating to creativity was taking place in a secondary school, located in the North East of England. The school had taken part in the previous UK Governments flagship programmes designed to promote and encourage engagement by schools with creativity,  practice and the cultural sector (e.g. artists, museums, galleries). Programmes were curtailed by the current Coalition Government, however the school continued to work in partnership with a range of individuals and organisations linked with creativity and creative practice. A ‘space for creativity’ and continued discourse appeared to exist. A new learning opportunity was proposed and piloted in 2011, subsequently delivered in 2012 - creativity as a taught curriculum subject. The delivery of a new curriculum strand for years 7, 8 & 9 and new learning opportunity was perceived by staff within the school as an extension and expansion of their commitment to creativity. Legacy was a term used to articulate staffs perception of the link between new curriculum development and past partnership relationships.   

This setting and proposed activity relating to creativity provided an overt example of legacy and access to informants. Research aims could be explored using an educational ethnographic approach, undertaking a case study in the school.

The school, located in the North East of England is a secondary setting with pupils aged 11 to 18 years. The geographic area within which the school is located is economically disadvantaged.

This paper considers the landscape, environment, and factors revealed in one school’s ‘story’ describing ‘bottom up’ policy enactment. Agency is at work against the imposition of school structure appearing to enable a continued commitment to creativity and provision of opportunities set against a broader performative culture.

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