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Teaching for creativity : from sage to guide to meddler

McWilliam, Erica L. (2009) Teaching for creativity : from sage to guide to meddler. Asia Pacific Journal of Education, 29(3), pp. 281-293.

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Abstract

This paper serves three purposes. First, it makes a case for seeing creativity as a key learning outcome in our times, and thus the core business of education. It then goes on to examine the nexus of creativity and pedagogy, showing the conceptual work done to demonstrate creativity as a learnable set of dispositions and capabilities. Finally and most importantly, the paper argues the value of a pedagogical approach the author calls “Meddling-in-the-Middle”, in augmenting and enhancing the repertoires of “Sage-on-the-Stage” and “Guide-on-the-Side” in order to build students' creative capacity. Examples are given of what these meta-approaches might look like in relation to the teaching of Shakespeare. The author concludes by arguing the important connection between Meddling pedagogy and creative capacity building.

Impact and interest:

5 citations in Scopus
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4 citations in Web of Science®

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358 since deposited on 26 May 2010
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ID Code: 32389
Item Type: Journal Article
Additional URLs:
Keywords: Creativity, Pedagogy, Learning, Teaching, Creative Disposition
DOI: 10.1080/02188790903092787
ISSN: 0218-8791
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900) > Education not elsewhere classified (139999)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Secondary Education (130106)
Divisions: Current > QUT Faculties and Divisions > Creative Industries Faculty
Copyright Owner: Copyright 2009 Routledge
Deposited On: 27 May 2010 08:10
Last Modified: 01 Mar 2012 00:13

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