1 The Techno-Anthropology Research Group, The Faculty of Humanities, Aalborg University, VBN2 Department of Learning and Philosophy, The Faculty of Humanities, Aalborg University, VBN3 Interregionalt Center for Videns- og Dannelsesstudier, The Faculty of Humanities, Aalborg University, VBN4 The Faculty of Humanities, Aalborg University, VBN5 Research in Education and Cultures of Learning, The Faculty of Humanities, Aalborg University, VBN
This article explores and discusses examples of students’ everyday creativity that seem to be overlooked by teachers but are acknowledged by ‘peers’ in a 9th Grade (age 15–16) at a Danish free school. Creativity emerged as part of the everyday student interactions at school in ‘in-between’ social spaces, outside the formal teaching zones. Creative activities took place in the interstitial zones of time and space, where they gave voice to those students whose voice is not always heard in the formal teaching context. Creativity occurred also among students as a way to challenge institutional conditions and this practice gave them recognition by their peers. The argument is being made that students’ interactions in these zones draw on other forms of knowledge and ways of performing than those used in structured teaching zones. The creativity expressed in interstitial zones contributes to forming a diversity of expressive modes, and allows diverse students to explore their contributions by experimenting and deliberately positioning themselves to be evaluated by ‘socially important others’. Obtaining these experiences as a shared sense making requires spaces in the school context and a recognition of value of the interstitial zones in time, place, and relations.
Thinking Skills and Creativity, 2013, Vol 10, p. 143-151
creative spaces; school conventions; informal learning; inclusion