Creativity and Emancipatory Education: Releasing Student and Teacher Identity
Abstract
It is becoming necessary for teachers in higher education to question educational traditions and take responsible action toward providing the skills that are most important for students today. Creative-thinking skills are a prerequisite for productive participation in contemporary society and must be reflected in the college curriculum. This article suggests a visual metaphor to frame a proposal for teaching and learning that encourages teachers and students to create participatory classrooms where both logic and imagination are valued. Following an integration of interdisciplinary theoretical constructs, the author offers strategies for promoting an emancipatory classroom climate to encourage creativity in higher education.
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