Kevin Gormley
Biographic Data
| ID | 768877 |
|---|---|
| NAME | Kevin Gormley |
| GIVEN NAMES | Kevin |
| FAMILY NAME | Gormley |
| SIGNATURE | GORMLEY K |
| AFFILIATIONS | School of Arts Education and Movement, Institute of Education, Dublin City University, Dublin, Ireland |
| ORCID | 0000-0001-6974-6976 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
International Postgraduate Study in the United Kingdom
International students faced challenges as they adapted socially and academically to living in another country and also on their return home. The mechanisms students use to negotiate and make sense of the transition process suggest a need for universities to consider increasing preparation and orientation of students, supporting host and international student friendships, and ensuring students are equipped to reintegrate to their careers and cult…
Foucault’s ethical self-formation and David’s articulation of a creative self
Much has been written about creativity in education policy and about how the concept is mediated in institutions like schools and universities. Although constructs like ‘creative teachers’ and ‘teachers that foster creativity’ are highly prevalent in the literature, there are few situated and contextualised accounts of what such constructs mean to the protagonist. The extent to which teachers co-opt or align themselves with discourses of creativi…
Disciplining creativity
To understand patterns of co-option and tension between discourses of creativity on the one hand, and discourses of school management and administration on the other, it is important to bring these discourses into contact with each other. This paper considers ideas of risk-taking, autonomy, novelty and flexibility, all of which are frequently cited in describing environments conducive to creativity in schools, alongside the experiences of four te…
Neoliberalism and the discursive construction of ‘creativity’
This paper resists normative definitions of ‘creativity’ to argue that the concept is constructed by neoliberal discourses in education policy. The analysis is firstly centred on the Australian context, and this is further informed and complimented by a global perspective. Focusing on two pivotal policies, The Melbourne Declaration of Educational Goals for Young Australians and PISA 2012 Results: Creative Problem Solving, the paper argues that un…
Neoliberalism and the discursive construction of ‘creativity’
This paper resists normative definitions of ‘creativity’ to argue that the concept is constructed by neoliberal discourses in education policy. The analysis is firstly centred on the Australian context, and this is further informed and complimented by a global perspective. Focusing on two pivotal policies, The Melbourne Declaration of Educational Goals for Young Australians and PISA 2012 Results: Creative Problem Solving, the paper argues that un…
Foucault’s ethical self-formation and David’s articulation of a creative self
Much has been written about creativity in education policy and about how the concept is mediated in institutions like schools and universities. Although constructs like ‘creative teachers’ and ‘teachers that foster creativity’ are highly prevalent in the literature, there are few situated and contextualised accounts of what such constructs mean to the protagonist. The extent to which teachers co-opt or align themselves with discourses of creativi…
Disciplining creativity
To understand patterns of co-option and tension between discourses of creativity on the one hand, and discourses of school management and administration on the other, it is important to bring these discourses into contact with each other. This paper considers ideas of risk-taking, autonomy, novelty and flexibility, all of which are frequently cited in describing environments conducive to creativity in schools, alongside the experiences of four te…
Neoliberalism and the discursive construction of ‘creativity’
This paper resists normative definitions of ‘creativity’ to argue that the concept is constructed by neoliberal discourses in education policy. The analysis is firstly centred on the Australian context, and this is further informed and complimented by a global perspective. Focusing on two pivotal policies, The Melbourne Declaration of Educational Goals for Young Australians and PISA 2012 Results: Creative Problem Solving, the paper argues that un…
Foucault’s ethical self-formation and David’s articulation of a creative self
Much has been written about creativity in education policy and about how the concept is mediated in institutions like schools and universities. Although constructs like ‘creative teachers’ and ‘teachers that foster creativity’ are highly prevalent in the literature, there are few situated and contextualised accounts of what such constructs mean to the protagonist. The extent to which teachers co-opt or align themselves with discourses of creativi…
Disciplining creativity
To understand patterns of co-option and tension between discourses of creativity on the one hand, and discourses of school management and administration on the other, it is important to bring these discourses into contact with each other. This paper considers ideas of risk-taking, autonomy, novelty and flexibility, all of which are frequently cited in describing environments conducive to creativity in schools, alongside the experiences of four te…
International Postgraduate Study in the United Kingdom
International students faced challenges as they adapted socially and academically to living in another country and also on their return home. The mechanisms students use to negotiate and make sense of the transition process suggest a need for universities to consider increasing preparation and orientation of students, supporting host and international student friendships, and ensuring students are equipped to reintegrate to their careers and cult…
Creativity (3 works) · Sociology (3 works) · Aesthetics (2 works) · Creativity in Education and Neuroscience (2 works) · Epistemology (2 works) · Law (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Situated (2 works)