Abstract

As teachers, governments and employers around the world discuss how to change education and schooling, they often arrive at the idea of making young people more creative. But being creative in an educational context can mean many things. It can mean turning classrooms into more exciting experiences or curriculum into more thoughtful challenges; or developing teachers to become different kinds of instructors or making assessment more authentic. It can also mean putting young people’s voice at the heart of learning. These aspirations are motivated by two key concerns: to make schooling more exciting, relevant, challenging and dynamic; and to ensure that young people leave education able to contribute to the creative economy, or, more broadly, to the ‘knowledge society’ which will underpin growth in the twenty-first century.