UNESCO-NIE Centre for Arts Research in Education (CARE)

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Title of Proceedings: 
international conference on Redesigning Pedagogy: Culture, Knowledge and Understanding, National Institute of Education, Nanyang Technological University, Singapore
Month of Conference: 
May 2007
Name(s) of Author/Editor(s): 
QUEK Guan Cheng
This paper is part of the research on the construction and practice of creativity policy in the Singapore education system. The specific research question was: What have been the effects of the creativity policy texts on school administration and classroom practices between 1985 and 2004? A framework based on modernist and post-modernist perspectives, and Foucault's notions of discourse analysis guided this study. Nine teachers from the Gifted Education Programme and the Express streams, and two senior managers from two independent secondary schools were interviewed in 2004. As part of the creativity policy, school autonomy was introduced in 1988 to allow schools to have the freedom to innovate. In addition, more creativity-related initiatives were introduced in schools. Schools categorized the creativity policy text into competitions, fusion of creativity into subjects and creativity teaching. Schools encountered three main consequential issues in enacting the policy. This paper focuses on the issue of time pressure from the concerns of school ranking, multiple initiatives and fusion of creativity in subjects. Resistance occurred in classrooms. Productive adaptations included introducing creativity teaching in timetables. Policy enforcement in classrooms were also documented. The effects suggest that the enactment of creativity policy regarding the issue of time pressure was based on 'comfort space'. The creativity policy was placed in the discursive context of meritocracy and meritocratic education as schools were concerned with school ranking competition and economic competition in the global market.
Country of Research: 
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