ABSTRACT
Many educators view the use of creative methods as a means of engaging learners more effectively and increasing enjoyment. This chapter examines two key questions: what is involved in harnessing a creative and transformative identity, and to what extent does policy help or hinder practice? The chapter argues that a key factor in generating creativity is the use of collaborative spaces and networks, present during the ambitious Creative Partnerships programme in the UK from 2001–2008. More recently, however, the use of performativity in formal education settings acts as a powerful disincentive and is supported often by policy structures including the application of austerity, appealing to the ‘effective’ educator and administrator for safety. Drawing on students’ accounts this chapter examines how the pressures become transferred to actors in the field, their own experiences of ‘creativity’ is becoming limited, asserting that current structures mitigate against more ‘dangerous’ forms of learning in favour of the pedestrian. In order to cultivate more creative, engaging, and imaginative practice it is necessary to initiate usage of critical reflective spaces.
