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The Contradictions of Policy and Practice: Creativity in Higher Education

ARAN - Access to Research at NUI Galway

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dc.contributor.author MacLaren, Iain
dc.date.accessioned 2012-08-22T11:07:55Z
dc.date.available 2012-08-22T11:07:55Z
dc.date.issued 2012-07
dc.identifier.citation The contradictions of policy and practice: creativity in higher education Iain MacLaren London Review of Education Vol. 10, Iss. 2, 2012 en_US
dc.identifier.uri http://hdl.handle.net/10379/2934
dc.description.abstract Whilst much of the rhetoric of current educational policy champions creativity and innovation, structural reforms and new management practices in higher education run counter to the known conditions under which creativity flourishes. As a review of recent literature suggests, surveillance, performativity, the end of tenure and rising levels of workplace stress are all closing off the space for real creative endeavour, characterised as it is by risk-taking, collaborative exploration and autonomy. Innovation, as conceived in this policy context, is narrow in scope and leaves little room for critical re-examination of the nature of education itself or radical reconceptions of curriculum, raising the question as to whether such are more likely to arise extra mural, from new forms of organisation. en_US
dc.format application/pdf en_US
dc.language.iso en en_US
dc.publisher London Review of Education (Taylor & Francis) en_US
dc.subject Higher Education en_US
dc.subject Creativity en_US
dc.subject Centre for Excellence in Learning & Teaching (CELT) en_US
dc.title The Contradictions of Policy and Practice: Creativity in Higher Education en_US
dc.type Article en_US
dc.local.publishedsource http://www.tandfonline.com/ 10.1080/14748460.2012.691281 en_US
dc.local.publisherstatement This is a preprint of an article submitted for consideration in the LONDON REVIEW OF EDUCATION © [2012 [copyright Taylor & Francis]; LONDON REVIEW OF EDUCATION is available online at www.tandfonline.com/ 10.1080/14748460.2012.691281 en_US
dc.description.peer-reviewed peer-reviewed en_US

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