Foucault’s ethical self-formation and David’s articulation of a creative self
Bibliographic Data
| ID | 8856785 |
|---|---|
| Authors | Kevin Gormley (0000-0001-6974-6976, School of Arts Education and Movement, Institute of Education, Dublin City University, Dublin, Ireland, corresponding author) |
| Year | 2020 |
| Volume | 52 |
| Issue | 14 |
| Pages | 1493-1502 |
| Publication date | 2020-03-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2020.1733530 |
| OpenAlex | W3009242771 |
| Language | EN |
| Citations received | 4 |
| References cited | 17 |
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 creativity can be recast as a question of identity: What beliefs on creativity and associated practices are constitutive of one’s ‘teacher identity?’ This article draws on previous work that translates Foucault’s writings on ethical self-formation into an ‘identity grid’, and foregrounds the experiences of one teaching deputy-principal, to offer an account of how one teacher pursues particular practices congruent with his visions of a creative teacher. To identify rationales for actions undertaken, and to engage with situational factors of this teacher’s work, performativity and its problematic steering influences also informs this analysis. The article highlights the productive capacity of engagement with ethical self-formation, through identifying the potential it offers to access an individual-centric perspective in understanding how central concepts like creativity are negotiated and incorporated into accounts of the ‘teaching self’
Aesthetics · Articulation (sociology · Creative work · Creativity · Epistemology · Identity (music · Pedagogy · Performativity · Perspective (graphical · Politics · Self · Situated · Situational ethics · Sociology · Subjectification · Vision · Educator Training and Historical Pedagogy · Gender Studies · Global Education and Multiculturalism · Psychology · Social Psychology · Teacher Education and Leadership Studies
How Schools Do Policy
Discipline and Punish
Michel Foucault’s Ethical Imagination
Control by numbers
Neoliberalism and the discursive construction of ‘creativity’
Assembling the ‘Accomplished’ Teacher
Emotions and Ethics
The Ethico‐politics of Teacher Identity
Subjectivity as a site of struggle
The Invention of Creativity
Disciplining creativity
| Unique citing works | 4 |
|---|---|
| Citations per year | 1 |
| Citation span | 2022 - 2025 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |