When it comes to creativity in schools in particular, the second half of the 20th century can be seen as having experienced first a drought (following the introduction of a National Curriculum in 1989, subsequently re-framed in 1999, which rejected child-centred pedagogical and curriculum practices) and then the beginnings of a tsunami of opportunities for creativity in terms of pedagogy, curriculum and learning. The choice of tsunami rather than flood is deliberate. Tsunamis have vast power, caused by seismic underpinning shifts in the earth‟s crust, and their potential for destruction is significant. A tsunami will affect deeply, and perhaps fundamentally, human civilisations that it washes over. In a similar way it is suggested here that the beginnings of a tsunami are caused by underpinning shifts in the values-plates which underpin educational provision, and the changes that might be wrought by the powerful waves of creativity in education which may result, could ultimately, like a real tsunami, alter the landscape of the classroom and education fundamentally.
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