ABSTRACT
This book has posed some fundamental questions about the fostering of creativity in schools, has explored some of the implications for curriculum, learning and assessment, and has proposed a number of ways of addressing these. There remain a variety of areas which, it is argued, need to be explored empirically and conceptually, to take forward the fostering of creativity in schools in ways which adequately address these. The challenges can be grouped into at least four areas: those issues
concerned with learning and pedagogic practices, those focused on the methodology of investigating creativity in schools, framing and extending partnerships and, finally, those which are concerned with young people’s aspirations to roles beyond their schooling.
