ABSTRACT The dominant results-driven/performance-oriented culture and the pressures of performativity in education have meant that the promotion of creativity has been narrow in scope and the translation into practice less apparent than the rhetoric would suggest. Creativity can survive even in times of standardisation, but it is more likely to be confined to interstitial zones. Interstitial zones are in-between social spaces outside the formal teaching zones in which creativity may give voice to those students whose voice is not always heard in the formal teaching context. Often, creativity is equated exclusively to substantial creative outputs and, as a result, teachers who are not sensitised to creativity in a broader sense may underestimate their own creative ability and the positive impact this might have on the relationship with their students. A shift in teacher education that results in a more meaningful appreciation of both the nature of creativity and its benefits is therefore required. A developmental approach which starts with teacher cultivation of creative sensibility is essential to achieve greater infusion of creativity. The paper posits that teachers who resist rigid social structures and engage in critical pedagogy are also more likely to be receptive to creativity and its the pastoral potential in education.

中文翻译：

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教育的界限：在教育结构中创造师生之间相遇和对话的创造性空间

摘要 在教育中占主导地位的以结果为导向/以绩效为导向的文化和表演的压力意味着创造力的促进范围狭窄，转化为实践并不像言辞所暗示的那么明显。即使在标准化时期，创造力也能生存，但它更有可能局限于间隙区域。间隙区是正式教学区之外的社交空间，在这些空间中，创造力可以让那些在正式教学环境中并不总是听到声音的学生发声。通常，创造力只等同于大量的创意产出，因此，对广义上的创造力不敏感的教师可能会低估自己的创造力以及这可能对与学生的关系产生的积极影响。因此，需要转变教师教育，从而更有意义地了解创造力的本质及其好处。从教师培养创造力开始的发展方法对于实现更大的创造力注入至关重要。该论文假设，抵制僵化的社会结构并参与批判性教学法的教师也更有可能接受创造力及其在教育中的教牧潜力。从教师培养创造力开始的发展方法对于实现更大的创造力注入至关重要。该论文假设，抵制僵化的社会结构并参与批判性教学法的教师也更有可能接受创造力及其在教育中的教牧潜力。从教师培养创造力开始的发展方法对于实现更大的创造力注入至关重要。该论文假设，抵制僵化的社会结构并参与批判性教学法的教师也更有可能接受创造力及其在教育中的教牧潜力。