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University of British Columbia  \nKelly Hanson  \nUniversity of British Columbia  \nKaren Ragoonaden  \nUniversity of British Columbia  \nWendy Briggs  \nCentral Okanagan School District No. 23  \nTamalee Middleton  \nCentral Okanagan School District No. 23  \nCanadian Journal of Education / Revue canadienne de l’éducation 40:3 (2017)©2017 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nAbstract  \nA three-year collaborative research project in a K–6 elementary school is underway. The collaboration entails participating educators and their students exploring curricular enactment that embraces critical and creative thinking within its conduct. This article reveals whole-school efforts over Year One to build educators’ and students’ confidence to do so, sustaining such curricular practices. Chronicled as a case study, narrative inquiry fittingly unfolds the particularities encountered within the specifics ofthe case during Year One. Educators’belief in the worthiness of curricular play, as well as concretely negotiating critical and creative thinking with their students, arises as a necessary issue to address in order to invest in the research intents over three years. The integral role of participants’ commitments to professional growth through curricular play and experimentation, actively seeking resources, entering wholly into curricular-making efforts, conversing sincerely with colleagues through inquiry conversations, and seeking organizational structures that support and strengthen curricular-making efforts, are found to be key to fostering the pedagogically oriented context needed to grow and sustain project intents.  \nKeywords: collaborative inquiry, curricular enactment, creative thinking, critical thinking, education, play, professional growth  \nLes enjeux curriculaires de la pensée critique et créative  \nRésumé  \nDans le but d’explorer les diverses dimensions d’un curriculum axé sur la pensée créative and critique, des enseignants et des chercheurs universitaires participent à une recherche collaborative d’une durée de trois ans. Située au sein d’école élémentaire, les résultats dela première année de la recherche sont présentés. Le bouillonnement actuel des systèmes  \nCanadian Journal of Education / Revue canadienne de l’éducation 40:3 (2017) [www.cje-rce.ca](www.cje-rce.ca)  \néducatifs engagés dans des processus complexes de réforme et d’adaptation permet d’examiner les défis associés aux processus de transposition curriculaire. L’article établit un rapport entre les concepts suivants: l’engagement des participants vis-à-vis de leur propre développement professionnel, l’expérimentation par le jeu, le défi de trouver des ressources curriculaires et la nécessité de reproblématiser les assises d’une théorie curriculaire pour formaliser un plan d’action opérationnel. Les différentes étapes de ces orientations curriculaires sont concrétisées dans la réalité d’un système éducatif complexe.  \nMots-clés : curriculum, collaboration, orientation curriculaire, problématisation, pensée critique, pensée créative, développement professionnel  \nAcknowledgements  \nThis research was supported by the Social Sciences and Humanities Research Council of Canada. / Cette recherche a été subventionnée par le Conseil de recherches en scienceshumaines au Canada.  \nThe authors would also like to acknowledge support from the K–12 Innovation BC Ministry of Education. And, also, acknowledge the deep care and commitment of participating educators and students undertaking this research project.  \nCanadian Journal of Education / Revue canadienne de l’éducation 40:3 (2017) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nWe are engaging in a three-year collaborative research project in a K–6 elementary school, comprising 650 students, 38 teachers, one First Nations advocate, 16 additional ","cbCaisuoC9aEGjLL","https://ap.wps.com/l/cbCaisuoC9aEGjLL","pdf",348712,28,"English","# Abstract\n# Résumé\n# Acknowledgements\n# Introduction","[{\"question\":\"What is the main focus of the three-year project?\",\"answer\":\"The project examines curricular enactment in a K–6 school that embraces critical and creative thinking, including how educators and students build and sustain these practices over time.\"},{\"question\":\"What does the article emphasize about Year One efforts?\",\"answer\":\"It describes whole-school work to develop educators’ and students’ confidence, negotiate critical and creative thinking with students, and sustain curricular practices.\"},{\"question\":\"Why are educators’ professional commitments and inquiry conversations important?\",\"answer\":\"The article identifies participants’ commitments to professional growth, experimentation through curricular play, and sincere inquiry conversations as key to fostering the pedagogical context needed to grow and sustain the project goals.\"}]","Accessing the Curricular Play of Critical and Creative Thinking | PDF",1792081664,71]