ABSTRACT

This paper marks the study of childhood creativity as a geographical concern and examines children’s experiences of creativity in school spaces, paying particular attention to how such experiences are understood intersectionally and spatially. It draws on findings from an ethnographic research project that was conducted in one Scottish primary school classroom. It argues that the performance of children’s intersectional identities during peer-group interactions influences the way power operates in and through school spaces, creating cultures of inclusion or exclusion. It reaches the conclusion that childhood creativity is directly linked to, and affected by, the way children’s intersectional identities are performed within social spaces, and suggests that it is important for creativity research to take into account the operations of power among children. Implications for further research include the need for more dialogue on children’s experiences of creativity in various places and spaces in both the global North and South.

摘要

本文将儿童创造力研究标记为一个地理问题，并研究了儿童在学校空间中的创造力体验，特别关注如何在交叉和空间上理解这些体验。它借鉴了在苏格兰一间小学教室进行的人种学研究项目的结果。它认为，儿童在同伴群体互动中的交叉身份表现会影响权力在学校空间内和通过学校空间运作的方式，从而创造包容或排斥的文化。得出的结论是，儿童创造力与儿童在社会空间中的交叉身份表现方式直接相关并受其影响，并建议创造力研究考虑儿童权力的运作是很重要的。对进一步研究的影响包括需要就全球北方和南方不同地方和空间中儿童的创造力体验进行更多对话。