Musical Creativity and “the Police”

Abstract

Abstract This chapter suggests a framework for understanding how neoliberal educational agendas are gradually seizing modernist, progressivist, and child-centric notions of (musical) creativity, while imperceptibly depriving them of their potential for countering educational injustices. Furthermore, it is argued that the renewed emphasis on creativity in education does not aim at counterbalancing performativity-centered educational policies but is (a) a response to the emergent entrepreneurial turn in education, and (b) a sign of recognition of creativity as a work-related value. The chapter elaborates on how music education discourse on creativity is gradually being appropriated within this entrepreneurial, performativity-oriented climate. Finally, it is argued that music education may still be able to advance a vision of creative engagement that addresses issues of social justice in forms of prefigurative pedagogies of an activist orientation.

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