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Kerry Thomas

The Paradox of Creativity in Art Education “As exemplified in this book, research in the field of art education is needed that not only theorises about or describes, but also presents inquiry that grounds and informs practice. From Kerry Thomas’ point of view, creativity is an issue in art education that needs to be reconsidered with emphasis not only on students’ creative self-expression but also on art teachers’ own creativity through their teaching strategies, knowledge of historical and contemporary art, and their own art making. Her longitudinal case study, using qualitative methods of inquiry, presents an exemplary model not only for the field of art education, but for other school subjects in which comprehensive, in-depth inquiry, that focuses on pedagogical practices, is critically lacking. Grounded on a strong research base, Thomas’ conception of creativity, in a supportive pedagogical environment, is one that fosters students’ creative thinking, imagination, and innovation.” —Enid Zimmerman, Professor Emerita of Art Education and High Ability Programs, Indiana University, USA “Kerry Thomas has written an important book demystifying the usual understanding of creativity through the predominance of psychological and aesthetic theories. This is a study of how creativity is socio-cognitively constructed and negotiated in art classrooms between teachers and students through intensive ethnographic research of a single case drawing on Pierre Bourdieu’s influential theory of practice (habitus). The book addresses the site of creativity as one of negotiation and struggle, a resource that is crucial to every symbolic economy. A must read for artists and art teachers alike.” —jan jagodzinski, Professor of Visual Art and Media Education, University of Alberta, Canada “This timely book raises important questions about the concept of creative autonomy in art education. Thomas’s accessible and thought-provoking text is grounded in her thorough classroom research, which provides many vignettes of classroom practice that are meticulously analysed for their symbolic and theoretical meanings, underpinned by Thomas’s comprehensive understanding of cultural capital. She demands a re-conceptualisation of creative and educational orthodoxies, which entails acknowledging the reality of relational studio practices, and facilitating a more collegiate and collaborative approach.” —Jeff Adams, Professor of Education, University of Chester, UK and Principal Editor of the International Journal of Art and Design Education

Kerry Thomas

The Paradox of Creativity in Art Education Bourdieu and Socio-cultural Practice

Kerry Thomas School of Education UNSW Australia Sydney, NSW, Australia

ISBN 978-3-030-21365-7    ISBN 978-3-030-21366-4 (eBook) https://doi.org/10.1007/978-3-030-21366-4 © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2019 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part