Disrupting the consensus: creativity in European educational discourses as a technology of government

According to policy research, Europe will achieve the cutting edge of global competition through a strong investment in creativity. However, I argue that this critical ingredient is not a neutral nor a natural concept in thinking about progress or the individual. As a trait historically made as essential for autonomy and freedom, the category of creativity defines models of being a person at the same time that creates its abject (the person who is not creative). The paper examines how the concept of creativity is being addressed in European educational discourses drawing on the systems of reason that make possible to think, act and see the creative self in our contemporaneity. Creativity and the creative person will be considered as historical constructions that emerged in specific contexts and for specific reasons. These will be explored through the analysis of European educational reports on creative skills for the 21st century, in order to make visible the assembly and connection of different practices that give intelligibility to creativity as a means of existence and as a problem of social planning in governing.


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Year 2014
Type Journal Article with peer review
Publication Knowledge Cultures, 2 (3)
Pages 118-135
Publisher Addleton Academic Publishers
Local New York
ISBN / ISSN 2327-5731
Language English