Threats to creative learning in the primary-school: energies diverted into performative orientations

ABSTRACT

This article tracks the life-histories of 23 British schoolchildren aged from seven to 12 who were designated as ‘lower-attaining’ at age seven. Drawing on Self Determination Theory’s mini-theory of Causality Orientations, the authors explored whether/how children with a Controlled or Impersonal Orientation approached creative learning differently from those with an Autonomy Orientation. Six detailed life-histories presented illuminate that children with a Controlled or Impersonal Orientation often channelled their energies into conformity, as well as avoidance of subordination and punishment, diverting them away from creative learning. Relationships with peers also influenced their orientations significantly. Using Chris Watkins’ concepts of Learning Orientation and Performance Orientation, based on Carol Dweck’s Growth and Fixed Mindset theories, they conclude that their life-histories highlight a focus in schooling on both prior attainment and the end product – ‘performances’ – rather than children’s motivated engagement with learning. This threatens the chance that they achieve positive-experience and wellness outcomes through creative learning.

KEYWORDS:

• Curriculum
• social justice
• narrowed
• low-attainers
• national curriculum and assessment

Acknowledgements

Many thanks are due to the children who enlightened us over five years of their schooling. We are also very grateful to Dom Wyse and Huw Morris, both of whom provided invaluable feedback on an earlier version of this paper.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

Funding application 413 from the Leverhulme Trust, 2018.