Reimagining creativity in the ‘enacted’ English curriculum

This study provides a fine-grained account of creativity in English classrooms from the ‘bottom up’ and to consider the implications of ‘ordinary everyday creativity’ for the engagement and learning of both my students and my teacher colleagues. In particular, the study examined how various creativity discourses—political, social, cultural and educational—mediate my work and the work of my colleagues, and how these discourses construct particular student and teacher professional identities, shaping how both students and teachers think about and enact creativity in their learning and work