Culturally Responsive Creative Practices in an Urban Project-Based and Arts-Integrated School
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The purpose of this research project was to investigate how teachers in an arts integrated project-based urban school developed culturally-situated creativity of the learners that came from racially and culturally diverse backgrounds. The findings reveal that 1) teachers’ creativity is deeply rooted in who they are as people and the cultural context in which they grew up, 2) teacher and learner creativity are interconnected, 3) creativity in the classroom is influenced by the larger educational contexts, and 4) teachers intentionally and deliberately nurture creativity of their learners in the classroom. Based on these findings, the paper draws implications for teachers, school leaders, and policy makers for learners to reach their full imaginative and innovative self as members of unique cultural communities.