Troubling creativity discourses: A Foucauldian feminist post-structuralist discourse analysis of the idea of ‘creative subjects’ in public texts and in the context of A level decision.
type: CreativeWork
description: This thesis arises from the gender divide that permeates subject choices at A level. It argues that this divide is underpinned by conceptions of creativity which are going unquestioned and unchallenged in schools. This sets a power differential between masculine/powerful subjects associated with STEM (science, technology, engineering and maths) careers and feminine/less powerful subjects associated with the arts and humanities. Through a Foucauldian feminist post-structuralist discourse analysis, the thesis casts light on hidden discourses of creativity in the public sphere and in a school context. The thesis aims to reveal the current dominant discourse about creativity in education and how it might this affect subject specialisation. It argues for a more democratic discourse on creativity in order to overcome exclusionary practices. To this end, it asks how the term ‘creativity’ is used in historical and contemporary political, social and educational discourses. It asks how far these discourses cohere with decisions about subject specialisation in secondary school. It asks to what extent educational discourse on creativity encourages a binary between ‘creative’ and ‘non-creative’ subjects, ‘creative’ and ‘non-creative’ students, and explores the relationship of this with gender, and especially the uptake of STEM for girls. To do this, this work addresses current debates in the literature on creativity and then analyses these discourses within the public sphere through the analysis of 32 political, policy, media and educational texts and in the private sphere through 24 interviews in a school setting. Five contrasting discourses on creativity emerge through these discourse analyses. The research aims to bring discussion of creativity more strongly into the debate about how to increase female representation in STEM internationally. In short, it sees creativity as a possible key to unlocking the potential for more girls to enter STEM careers.
abstract: This thesis arises from the gender divide that permeates subject choices at A level. It argues that this divide is underpinned by conceptions of creativity which are going unquestioned and unchallenged in schools. This sets a power differential between masculine/powerful subjects associated with STEM (science, technology, engineering and maths) careers and feminine/less powerful subjects associated with the arts and humanities. Through a Foucauldian feminist post-structuralist discourse analysis, the thesis casts light on hidden discourses of creativity in the public sphere and in a school context. The thesis aims to reveal the current dominant discourse about creativity in education and how it might this affect subject specialisation. It argues for a more democratic discourse on creativity in order to overcome exclusionary practices. To this end, it asks how the term ‘creativity’ is used in historical and contemporary political, social and educational discourses. It asks how far these discourses cohere with decisions about subject specialisation in secondary school. It asks to what extent educational discourse on creativity encourages a binary between ‘creative’ and ‘non-creative’ subjects, ‘creative’ and ‘non-creative’ students, and explores the relationship of this with gender, and especially the uptake of STEM for girls. To do this, this work addresses current debates in the literature on creativity and then analyses these discourses within the public sphere through the analysis of 32 political, policy, media and educational texts and in the private sphere through 24 interviews in a school setting. Five contrasting discourses on creativity emerge through these discourse analyses. The research aims to bring discussion of creativity more strongly into the debate about how to increase female representation in STEM internationally. In short, it sees creativity as a possible key to unlocking the potential for more girls to enter STEM careers.
author: McNeill, Alice
language: eng
keywords: A level subject choice, creativity, discourse analysis, feminism, Foucault, gender, post structuralism, STEM
license: https://www.repository.cam.ac.uk/bitstreams/19707f2c-ed0a-4657-b8af-a4f416302bd9/download
license: http://purl.org/NET/rdflicense/allrightsreserved
date published: 2024-06-03
date modified: 2026-07-24T01:33:21Z
provider: Cambridge University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Cambridge

PropertyValue
property ID: DOI
value: 10.17863/CAM.114515