In this lecture Julian Sefton-Green talks about competing definitions of what ‘creative learning’ might mean, how it has been recognised, evaluated and described, how it has been imagined and implemented in practice, and how ideas of creative learning are present in studies of learning outside the school.
Creative Learning international expert,Dr Julian Sefton-Green, presented at a DSF sponsored lecture held at the end of 2011.
Sefton-Green argues that students’ creative learning depends on a quality of education where;
all young people from every kind of background are equally recognised as being creative learning engages young people in serious, meaningful, relevant, imaginative and challenging activities and tasks
young people are respected for their knowledge, experience and capabilities
young people have an individual and collective right to actively shape their education
teachers have the power to support, adapt and evaluate learning experiences for students, exercising their professional judgement
schools invest in teacher learning
schools build partnerships with creative individuals and organisations
schools enable young people to participate fully in social and cultural worlds
families and local communities can play an inspiring and purposeful role in young people’s learning.
Maranguka Cross Sector Leadership Group Case Study
This case study offers important lessons for those wishing to support and respond to Aboriginal community leadership – including politicians, government agencies and philanthropists.
Place-Based Resilience: Community Driven Response and Recovery in a Time of COVID-19
Through the COVID 19 crisis, there are communities across Australia that have demonstrated resilience and innovation, delivering fast and effective action.
Four communities, from disparate parts of Australia, are demonstrating how to increase life opportunities for vulnerable young people so that they and future generations thrive.
A few of our favourite partners and friends share their reflections, success, and lessons from a year that has been equal parts challenging and hopeful.
We’ve developed a series of digital storytelling campfires – workshops aimed at building a network of Australian place-based community-led evaluators, communicators and storytellers that share, learn, and connect around system change storytelling and are supported to address the opportunities and challenges of communicating collective, long-term stories of change.
From a one-teacher classroom to three independent registered schools – the Nawarddeken Academy is now operating its unique bi-cultural education in three communities in remote west Arnhem Land.
Dusseldorp Forum acknowledges the First Peoples of Australia and the Traditional Custodians of the Country on which we work and live. We pay our respect to Aboriginal and Torres Strait Islander cultures, and to Elders past, present and future.
