Liminality in Education: Generating a Creative Space of Encounter and Dialogue between Teachers and Students within Educational Structures

Autor/inn/en	Lorenzi, Francesca; White, Irene
Titel	Liminality in Education: Generating a Creative Space of Encounter and Dialogue between Teachers and Students within Educational Structures
Quelle	In: Pastoral Care in Education, 37 (2019) 3, S.190-207 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lorenzi, Francesca) ORCID (White, Irene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2019.1648538
Schlagwörter	Creativity; Critical Theory; Teacher Student Relationship; Social Structure; Dialogs (Language); Self Expression; Empowerment; Teacher Education + Suchen Sie Ihr Suchwort? Kreativität; Kritische Theorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Sozialstruktur; Dialog; Dialogs; Dialogue; Dialogues; Ausdruck; Lehrerausbildung; Lehrerbildung
Abstract	The dominant results-driven/performance-oriented culture and the pressures of performativity in education have meant that the promotion of creativity has been narrow in scope and the translation into practice less apparent than the rhetoric would suggest. Creativity can survive even in times of standardisation, but it is more likely to be confined to interstitial zones. Interstitial zones are in-between social spaces outside the formal teaching zones in which creativity may give voice to those students whose voice is not always heard in the formal teaching context. Often, creativity is equated exclusively to substantial creative outputs and, as a result, teachers who are not sensitised to creativity in a broader sense may underestimate their own creative ability and the positive impact this might have on the relationship with their students. A shift in teacher education that results in a more meaningful appreciation of both the nature of creativity and its benefits is therefore required. A developmental approach which starts with teacher cultivation of creative sensibility is essential to achieve greater infusion of creativity. The paper posits that teachers who resist rigid social structures and engage in critical pedagogy are also more likely to be receptive to creativity and its the pastoral potential in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01