Advancing creativity for pedagogy and practice

Wilson Kwamogi Okello, Stephen John Quaye

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


In this paper, the authors advocate for using creativity in one's pedagogy, believing that it can be the catalyst for self-empowerment, deeply powerful dialogue, and substantive critique. Creativity as pedagogy does more than offer an aesthetically diverse approach to complex issues, as it pushes against cultural conformity and domination, prompting participatory methods, reflexivity, and provocation. One possibility for this push is through the praxis framework rehearsal, named in this paper. The tenets of rehearsal are: (re)membering, recall, and representation. Rehearsal, as a radical site, insists on preparing for, or practicing, owning one's voice and body simultaneously as a means of disrupting norms and the status quo. This paper will illustrate the possibilities, tensions, and potential outcomes of creativity for pedagogical practice while simultaneously proposing how educational spaces can be theorized, enacted, or resisted in ways that unsettle neoliberal, regulatory, and colonial discourses and practices while imagining alternative possibilities and futures.

Original languageEnglish (US)
Pages (from-to)43-57
Number of pages15
JournalJournal of Curriculum and Pedagogy
Issue number1
StatePublished - Jan 2 2018

All Science Journal Classification (ASJC) codes

  • Education


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