The Case for Slow Curriculum: Creative Subversion and the Curriculum Mind

Kauper, Kate; Jacobs, Mary M.

doi:10.1007/978-3-319-90272-2_18

Cited by 4 publications

(2 citation statements)

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“…This study explored how teachers understand and enact creativity in the secondary classroom. Creativity is now included in curricula globally (Heilmann & Korte, 2010;Kauper & Jacobs, 2019). In Australia, creative thinking is seen as one of the "general capabilities" that are deemed essential for 21 st century learners, with creativity deemed as an essential skill for creative thinking (ACARA, 2018a).…”

Section: Chapter 11 Discussion and Conclusionmentioning

confidence: 99%

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Teacher's perceptions of creativity and teaching creative thinking in the secondary school classroom: possibilities and tensions

Hellens¹

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In preparing students for living in the 21 st century there has been a re-focus on thinking skills, particularly critical and creative thinking. Current belief, highlighted in schools' curricula around the world is that creativity is seen as 'for all' and should be visible within a school community, yet views of employers suggest students lack this necessary capability. In response to such concerns 21 st century skills have been I acknowledge that an electronic copy of my thesis must be lodged with the University Library and, subject to the policy and procedures of The University of Queensland, the thesis be made available for research and study in accordance with the Copyright Act 1968 unless a period of embargo has been approved by the Dean of the Graduate School.

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Section: Chapter 11 Discussion and Conclusionmentioning

confidence: 99%

“…Education is in a constant state of reform, never more so than in the past sixteen years as the 21 st century becomes a reality (Kauper & Jacobs, 2019). A decade and a half into the 21 st century jobs are no longer based necessarily on location and new manifold competencies are required for the workforce.…”

Section: Chapter Introductionmentioning

confidence: 99%