ULTIMATE JEWELRY

Valuing diversity and difference: Sennett argues that social cohesion is not built by erasing differences, but by acknowledging and valuing them. Cultural development initiatives could prioritise the participation of young people from diverse backgrounds and encourage them to share their cultural perspectives and experiences Support of community groups and youth-sector organisations are crucial in this regard.

By creating welcoming spaces and opportunities for young people to engage in their shared cultural experiences, these initiatives could help build social cohesion and a sense of belonging among young people from diverse backgrounds

If we move past individualistic approaches to creativity and cultural participation, and advocate for and action collective and inclusive forms of engagement we can reach a more positive vision of collaboration powered by schools and harness this potential to create more democratic and equitable societies.

References

Brook, D , O'Brien, D , & Taylor, M (2019) Culture is Bad for You Manchester University Press Craft, A. (2001a). Little c ’ Creativity. In A. Craft, B. Jeffrey, & M. Leibling (Eds.).

Lucas, B. and Spencer, E. (2017). Teaching Creative Thinking: Developing learners who generate ideas and can think critically. Carmarthen: Crown House Publishing.

Lucas, B. (2022). A field guide to assessing creativity in schools. Perth: FORM.

Mould, O (2018) Against Creativity Verso

Robinson, K (2001) Out of Our Minds: Learning to be Creative Capstone Publishing Ltd Robinson Ken & Robinson Kate ((2022) Imagine If London: Penguin y

Ladybridge is a comprehensive school in Bolton serving a diverse community of fantastic young people. At Ladybridge we strongly believe in education in it s widest sense. We want our learners to experience success, develop the knowledge, wisdom and qualities to thrive in life, develop agency and become good citizens. Our vision is articulated in ‘The Ladybridge Way’.

A key aspect of our approach is ensuring that our learners have access to real-world, authentic learning experiences which allow them to interact and have a positive impact upon the wider community In developing this approach, we have visited other schools, worked with experts and senior members of staff have experienced their very own projects as learners.

Our first journey with our learners is led by our Geography and History departments and focused on Bolton. It would be fair to say that the town, like many post-industrial northern towns, has its fair share of issues Our team wanted to allow learners the freedom to explore these issues, look at some of the positive developments in the community, and look back to the past for ideas and inspiration to provide the knowledge and experiences for them to voice their opinion about the future of Bolton.