Teresa Cremin, Professor of Education (Literacy), the Open University, UK
Over the last three decades, creativity and creative pedagogy have sustained numerous pendulum swings in policy and practice contexts. However, since the publication of UNESCO’s report Reimagining our futures together: A new social contract for education (ICFE, 2021), I think it is possible to discern rather less movement – a settling, even. The report positions creativity both as the means to imagine education differently and as a core constituent of educational systems. Alongside this, the inclusion of creative thinking in the Programme for International Student Assessment’s influential testing regime in 2022, and the presence of a multitude of national initiatives that foreground key features of creative pedagogy (such as autonomy, agency and risk-taking), suggest that creativity is becoming more widely recognised as core to contemporary schooling. Pedagogical environments that promote experimentatio
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