PERFORMING EDUCATION
Abstract Essentially conceptual rather than empirical, this article explores the complex field of creativity using two theoretical conceptions of performativity in relation to the work of teachers. While some ideas are tentatively forwarded and the story of a continuing teacher project is introduced, the intention of the article is twofold: Firstly, to offer a provocation on the topic of creativity and teacher pedagogy, and secondly, through using writing as a method of inquiry (Richardson, 2000) further the understandings we have developed through collaboration with colleagues from arts-education and the artsi. As this discussion is located in general education, it is focused on pedagogy and curriculum rather than being aligned to the arts or arts-education. As such it is hoped that we have not overreached ourselves or stepped on any toes in the development of this argument. volume 2 • number 1 ISSN 1832 0465 Š University of Melbourne
Performing Education, White & Smerton 2008
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