Efnisyfirlit

• TABLE OF CONTENTS
• ACKNOWLEDGEMENTS
• LIST OF FIGURES
• LIST OF PICTURES
• LIST OF TABLES
• TO THE READER
• RÓSA’S STORY
• SVANBORG’S SAGA
• CHAPTER 1: BEING HUMAN TODAY
• THE OVERVIEW EFFECT
• CHAPTER 2: SURVIVAL IN THE GLOBAL VILLAGE
• THE ART OF KNOWING WHO YOU ARE
• SOCIAL MATRIX
• THE SKILLSET NEEDED FOR SURVIVAL
• OWNING THE TOOLS AND USING THEM
• CHAPTER 3: CARVING OUR NAMES INTO THE VILLAGE TREE
• POINTS FOR SURVIVAL IN THE GLOBAL VILLAGE
• CHAPTER 4: NEW UNDER THE ROOF – NEW UNDER THE SUN
• MOVING FROM FOCUSING ON ‘GENIUS’ CREATIVITY TO ORDINARY CREATIVITY
• CHAPTER 5: CREATIVE INTELLIGENCE FOR INTELLIGENT CREATIONS
• CREATIVITY AND CHANGE
• THE CONCEPT
• THE DUALITY OF CREATIVITY AS SKILL VERSUS PERSONAL TRAIT
• OTHER RELEVANT DEFINITION OF CREATIVITY
• THE CREATIVE PERSON
• CREATIVE THINKING
• THE SOCIAL PSYCHOLOGY OF CREATIVITY
• NOTE
• CHAPTER 6: CREATIVE CULTURES
• THE ROLE OF EDUCATION IN CREATIVE CULTURES
• NURTURING THE CREATIVE MIND
• LEARNING, ACTIVITY AND CREATIVITY
• THE EVOLUTION OF CREATIVE CULTURE
• NOTES
• CHAPTER 7: EDUCATION AS EVOLVING PARADIGM
• THE INNOVATION AND ENTREPRENEURIAL SCHOOL OF THOUGHT
• CONSTRUCTIVISM AND SOCIO-HISTORICAL THEORIES OF EDUCATION
• NEO-VYGOTSKIAN VIEWS OF LEARNING AND ACTIVITY
• DISTRIBUTED COGNITION AND COMMUNITY OF PRACTICE
• CHAPTER 8: INDEPENDENT EDUCATION
• CHAPTER 9: THE EMANCIPATORY PEDAGOGY OF INNOVATION AND ENTREPRENEURIAL EDUCATION
• THE MAGIC OF INNOVATION EDUCATION
• Identifying Characteristics of IEE Pedagogy
• Helping to See More Than the Obvious
• PEDAGOGIES OF INNOVATION AND ENTREPRENEURSHIP EDUCATION
• THE UNLIKELY – THE TRANSMISSIVE MODE
• THE CONTROLLED MODE – THE TEACHER IS THE EXPERT
• PROGRESSIVE MODE – SUPPORTING LEARNING AGENCY
• EMANCIPATORY MODE – CREATIVE LEARNERS, INDEPENDENT EXPLORERS
• EMANCIPATORY PEDAGOGY IS POSSIBLE
• CHAPTER 10: COMFORT ZONE
• PRACTISE STRUCTURED FROM RESEARCH
• MAKING SENSE OF LIFE
• WHAT MAKES UP THE PERSONAL COMFORT ZONE?
• THE ROLE OF MENTORS OR TEACHERS IN EMANCIPATORY EDUCATION
• CHAPTER 11: REPORTING OF PROGRESS AS A PART OF EMANCIPATORY PEDAGOGIC PRACTICE
• EVALUATION OF CREATIVITY – RUBRIC STRUCTURE
• THE DESIGN-BASED ASSESSMENT MODEL TO UNDERSTAND AND ASSESS CREATIVE WORK
• PRESTOLEE SCHOOL NEAR MANCHESTER
• EVALUATION THAT IS FIT FOR PURPOSE
• EMANCIPATORY PEDAGOGY AS A PART OF THE CREATIVE COMMUNITY
• CHAPTER 12: IEE RESEARCH IN ICELAND – EXAMPLES OF EMANCIPATORY PEDAGOGY IN ACTION
• CASE STUDY 1: KOLBRÚN’S STORY: A SEASIDE SCHOOL
• CASE STUDY 2: GRUNNSKÓLINN AUSTAN VATNA
• Laying the Foundation
• Smoke Free Class
• Smoker Looks
• Running a Coffee Shop
• Creating Local Valuables
• CONTINUITY AND PROGRESSION
• THE SCHOOL, ITS ENVIRONMENT, AND STAFF
• IEE IN GAV
• TEACHERS’ OWNERSHIP AND AGENCY
• EXAMPLE OF TEACHER ERIN – DEVELOPING EFFICACY
• SOME IEE LESSONS
• CREATIVITY IN IEE
• TIME ISSUES RELATING TO IEE
• WHAT IS IEE IN GAV TO PARTICIPANTS?
• THE RATIONALE – BENEFITS
• COLLABORATION – DEVELOPING COLLECTIVE IEE TEACHING EFFICACY
• LEARNERS’ VOICES
• STEP-BY-STEP DEVELOPMENT OF IEE IN GAV
• Results, Assessment and Evaluation
• Teacher Development
• Framing and Classification in GAV
• THE SOCIAL ECOLOGY OF IEE IN GAV
• CASE STUDY 3: FLJÓTSDALSHÉRAÐ
• Findings
• Findings – Early Years
• Findings – Compulsory Level
• Emancipatory Pedagogy of IEE in Practice
• WORKSHOP IN BRÚARÁS SCHOOL
• EXPANDING LEARNING SPACES – LOCAL PRIDE
• BOUNDARIES BETWEEN SCHOOLS AND SCHOOL LEVELS
• ECOLOGY OF FEASIBLE DEVELOPMENT
• CASE STUDY 4: BREIÐHOLTSSKÓLI REYKJAVÍK
• INNER CITY SCHOOL
• SCIENCE WORKSHOP
• EVALUATION
• FROM PHILOSOPHY ELECTIVE TO INNOVATION
• EVALUATION METHODS
• NEXT STEPS IN THE INNER CITY SCHOOL
• SUMMARY
• NOTE
• CHAPTER 13: CONNECTING THE DOTS
• REFERENCES