Transforming creative classroom contradictions through activity theory analysis.

This chapter documents a study involving four art and design departments in England, engaged in re-imaging and re-conceptualising creativity and its assessment within the classroom. Throughout the investigation it was identified that the development of creativity was complex. We had to account for the interconnected elements of the culture and structure of the classroom, a range of interactions and modes of learning. These impacted pedagogic practice and identity construction. Activity Theory (Engestr�m, 1999) was employed which acknowledged this multifaceted reality, as it embraced individuality but also ascribed interconnections between people. The findings suggest that using AT enabled teachers to ?plug into? (Deleuze & Guattari, 1987) the socio-cultural-political structures of the classroom, alongside the exploration of ontology.