The curious schools project: Capturing nomad creativity in teacher work

Citation data:

Australian Journal of Teacher Education, ISSN: 1835-517, Vol: 40, Issue: 10, Page: 167-179

Publication Year:
Usage 944
Abstract Views 565
Downloads 367
Link-outs 12
Captures 32
Exports-Saves 21
Readers 11
Social Media 2
Tweets 2
Citations 2
Citation Indexes 2
Repository URL:
Hunter, Mary Ann; Emery, Sherridan
Edith Cowan University
Social Sciences; teacher professional learning; curiosity; creative practices in education; Art Education; Elementary Education and Teaching; Other Teacher Education and Professional Development; Pre-Elementary, Early Childhood, Kindergarten Teacher Education; Secondary Education and Teaching
Most Recent Tweet View All Tweets
article description
The Curious Schools project is a teacher professional learning initiative that aims to provide an insight into - and resource for - creativity in Tasmanian schools. It offers an alternative to conventional models of teacher professional learning by engaging teachers in multi-modal methods of documenting and reflecting on their work as the basis for an online community of practice and public showcase for creativity in education that takes place 'behind the scenes'. The authors, as coordinators of the project, describe the rationale behind the project and the ways it embraced discourses and practices of curiosity as a means of making visible the creativity of teachers and classrooms. Drawing on the concept of nomadology in the work of Deleuze and Guattari, as well as diverse scholarly perspectives on curiosity, the authors describe how the Curious Schools Project sought to capture the 'nomad creativity' of teacher work via a process of documentation and question-seeking that countered complexity-reduction in teacher professional learning and sustained teacher curiosity in their work. Reflecting on an evaluation of its 2013 pilot, the authors suggest that the project's explicit emphasis on curiosity avoided limiting conceptualisations of creativity in education and will inform future plans to more appropriately document and support the processes of emergence in teacher professional learning.