Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539891
Title: A global epidemic of creative education : shaping and implementing creative education in primary education in Taiwan
Author: Chiu, Shu-yi
Awarding Body: Goldsmiths
Current Institution: Goldsmiths College (University of London)
Date of Award: 2010
Availability of Full Text:
Access from EThOS:
Access from Institution:
Abstract:
This thesis identifies and analyses the limitations and effects of the implementation of creative education in primary schools within the Taiwanese context. It explores how the new government formulated and delivered the policy, and how the teachers put creative education into classroom practice. The analysis presented here consists of a critical analysis of the creative education policy agenda, a survey of how three types of respondents (teachers, students, and parents) perceive creativity, and an investigation of the dilemmas faced by teachers and students in developing creativity in the classroom. A number of arguments are presented. Firstly, this thesis highlights that creativity has been redefined as a crucial element for education reform in response to the rise of the knowledge economy in Taiwan. I suggest that this economic-led discourse and the short sighted plan have led to misunderstandings of what creativity means. Regarding strategies for policy delivery, I suggest that the role given to policy-makers and their limited experience in developing proper methods has led to more confusion for the teachers. I also suggest that the development of a more liberal and creative education environment has been constrained by entrenched institutional and socio-cultural limitations. I then indicate how these limitations and school cultures have influenced the respondents‟ perceptions of creativity and of teaching and learning in the classroom. Finally, I suggest that creativity in the classroom involves multiple ways of interaction between all participants. This research makes three contributions. Conceptually, I combine various psychological, educational, and sociological approaches to discussions of creativity. Methodologically, I develop multilayered methods and visual analytical frameworks for researching creative education. Empirically, I provide dynamic stories about the practice of creativity in the classroom within the Taiwanese context. This thesis provides a political and socio-cultural angle from which see the limitations on developing creative education in Taiwan.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.539891  DOI: Not available
Share: