Creativity has become a buzzword across all disciplines in education, from early years through to higher education. Although the meaning of creativity might depend on its cultural context, it is impossible to ignore the applicability and relevance of creativity as an educational tool, philosophical framework, and pedagogical approach.
This collection explores the case studies of ground-breaking work undertaken internationally to support and develop learners with, and for, creativity. The chapters are based on empirical research, which provides the scholarly framework for reconceptualizing creativity in the country-specific context of each study. Each case study is supplemented by critical, reflective, and analytical responses from contributors from different countries, which provide a dialogue for educators into how methods and approaches from a certain context can be transferred, translated, and contextually mediated for different environments.
Creativity in Education thus provides practical insights for application in a wide range of educational settings, as well as philosophical approaches to teacher education, leadership for learning, and creativity as a universal phenomenon.
Table of Contents
List of figures and tables
Notes on editors
Notes on contributors
Foreword by Prof GlaveanuAcknowledgements
Introduction
Amanda Ince, Nicole Brown, and Karen Ramlackhan
1 Teach about creativity or teach creatively: does it have to be a contradiction
Sofia Eriksson Bergström, Sibylle Menzel Kühne, and Marie Lundgren
A response from the perspective of Austria
Manuela Schlick and Christiane Dalton-Puffer
A response from the perspective of Aotearoa New Zealand
Sarah Knox
A response from the perspective of the United Kingdom
Áine McAllister
2 Creativity and curriculum integration with the case of GINUESIUM in South Korea
Keumhee Ahn and Jung Duk Ohn
A response from the perspective of Chile
Roxana Balbontín-Alvarado and Cristian Rivas-Morales
A response from the perspective of Aotearoa New Zealand
Carolyn Julie Swanson
3 Bringing books alive! Working with children’s librarians in Qatar
Lizbeth Bullough
A response from the perspective of Malawi and Mauritius
Rosemary Davis
A response from the perspective of Sweden
Sally Windsor
4 The role of creativity and innovation for teaching in disruptive times: the case of Chile
Roxana Balbontín-Alvarado and Cristian Rivas-Morales
A response from the perspective of Hong Kong
Denise Wu
A response from the perspective of Botswana and Namibia
Rosemary Davis
5 Creativity and critical thinking in online learning: addressing social justice, equity and inclusion in a graduate course in the United States of America Karen Ramlackhan
A response from the perspective of the United Kingdom
Áine McAllister
A response from the perspective of Finland
Anne-Mari Souto, Sirpa Lappalainen, and Anna-Maija Niemi
6 Teaching creativity to future kindergarten teachers in higher education in China
Mengxuan Gao, Jinying Zhou, and Ying Zhang
A response from the perspective of Finland
Anne-Mari Souto, Sirpa Lappalainen, and Anna-Maija Niemi
A response from the perspective of the United States of America
Maria Gross
7 Choreographic pedagogies: teaching creatively within dance-teacher education in Aotearoa New Zealand
Sarah Knox
A response from the perspective of the United States of America
Karen Ramlackhan
A response from the perspective of Brazil
Klesia Garcia Andrade
Conclusion: future directions for creativity in education
Karen Ramlackhan, Amanda Ince, and Nicole Brown
Index