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Understanding Creative Partnerships:
An examination of policy and practice

WARD, SOPHIE,CLAIRE (2010) Understanding Creative Partnerships:
An examination of policy and practice.
Doctoral thesis, Durham University.

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Creative Partnerships was launched in 2002 as an arts-based education programme that aimed to transform the aspirations of young people living in socially and economically deprived areas of England. The organisation was established in response to the National Advisory Committee on Creative and Cultural Education (NACCCE, 1999), which offered an account of creativity as a means to foster individual self-reliance and social unity. This thesis explores how the NACCCE’s construction of creativity enabled New Labour to appear to endorse the value of the arts in education whilst promoting the model of the self as an autonomous economic unit, and considers how Creative Partnerships was paradoxically welcomed by supporters of the arts in education who were displeased with the instrumentalism at work in much of New Labour’s education policy. The aim of this thesis is to understand Creative Partnerships by examining the discourse that constitutes the programme, and by offering an empirical enquiry into a project that took place within a secondary school in the north of England. In so doing, this thesis critically evaluates the political motivation for the use of arts-based education as a means to develop self-reliance, and considers how successive governments have imported the free market economic model into education to promote efficiency, and the role that Creative Partnerships might be said to play in the maximisation of the total social system. Finally, this thesis considers the current limitations of Creative Partnerships, and how arts-based education might be used to develop social cohesion.

Item Type:Thesis (Doctoral)
Award:Doctor of Philosophy
Keywords:"creative partnerships", "creativity", "education policy", "neoliberal economic theory", "arts based education", "New Labour"
Faculty and Department:Faculty of Social Sciences and Health > Education, School of
Thesis Date:2010
Copyright:Copyright of this thesis is held by the author
Deposited On:16 Dec 2010 15:49

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