ABSTRACT
Many in the field of arts education today proclaim that cultivating creativity ought to be central to the field’s goals and outcomes. I am struck by how rarely such proposals grapple with the aesthetic, cultural, and political implications of emphasising creativity in the economic and social climates of today. I have encountered bewildered looks when suggesting to a ‘Creativity Advocate’ that it might be wise to step back from enthusiastic advocacy for all things new and consider from whence this newly found emphasis on creativity arises and what questions are not being represented in the current creativity discourse.
