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The Case for Slow Curriculum: Creative Subversion and the Curriculum Mind

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Creativity Under Duress in Education?

Part of the book series: Creativity Theory and Action in Education ((CTAE,volume 3))

Abstract

This chapter examines the constructs of time as it pertains to creativity in teacher education. In particular, we propose the practice of “slow curriculum” as a means to support the conditions for creative expression by students and teachers. Like the slow food movement, a slow curriculum contests an industrial system that privileges efficiency and markets over holistic alternatives that encourage creativity and well-being. As classroom teachers feel the pressure of market-based dictums, the tendency to privilege outcomes over processes limit opportunities for creative expression for teachers and students. The authors present three approaches for implementing slow curriculum and offer recommendations for curriculum planning that encourages creative works in the classroom: the adoption of curriculum mindedness, creative subversion, and improvisational teaching. Each of these strategies is presented as working in tandem to support a slow curriculum movement for preservice and practicing teachers.

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Authors and Affiliations

  1. Cornell College, Mount Vernon, IA, USA

    Kate Kauper

  2. University of Auckland, Auckland, New Zealand

    Mary M. Jacobs

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  1. Kate Kauper
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  2. Mary M. Jacobs
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Correspondence to Kate Kauper .

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  1. Blacksburg Campus, Virginia Tech, Blacksburg, VA, USA

    Carol A. Mullen

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Kauper, K., M. Jacobs, M. (2019). The Case for Slow Curriculum: Creative Subversion and the Curriculum Mind. In: Mullen, C.A. (eds) Creativity Under Duress in Education?. Creativity Theory and Action in Education, vol 3. Springer, Cham. https://doi.org/10.1007/978-3-319-90272-2_18

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  • DOI: https://doi.org/10.1007/978-3-319-90272-2_18

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