This book brings together transformative perspectives on creative education. Creativity, creative education and pedagogy are not exempt from the impact of the complexities of our world. In fact, there seems to be an increasing demand for designing learning environments that are more able to support multiple modes of (inter)acting with the other and the world. It is a mandate of our time to increase learning opportunities in socioculturally diverse contexts. In this light, this book examines how creativity is shaped by sociocultural factors, and how it can be pivotal in challenging dominant narratives and entrenched pedagogies. Drawing on a diverse range of conceptual and practice-oriented chapters that include voices from the Global North and the Global South, this edited collection offers a pragmatic analysis of how the future of creativity in education could be shaped. Ultimately, it seeks to contribute to an understanding of creativity as a necessary tool for social transformation and the recognition that this transformation happens in multiple spheres. A thought-provoking analysis of how the future of creativity in education could be shaped to promote equitable learning environments, this is an ideal resource for creatives, academics, and students in the fields of education, psychology, and pedagogy, as well as practitioners and professionals interested in implementing creative diversity in education.
Andreia Valquaresma is invited Assistant Professor at the Department of Social and Behavioural Sciences of the University of Maia, Portugal, and Researcher at the Center for Vocational Development and Lifelong Learning of the University of Porto. Her research interests sit at the intersection between creativity and education, including designing learning environments that can actively promote sociocognitive and emotional development through creativity.
Luciana Dantas de Paula is a researcher at the University of Brasília and a clinical psychologist. She was a visiting researcher at Dublin City University, Ireland (2023), and is an active member of different research groups in Brazil, Ireland, London and Italy. Her interests include human development, deconstruction of prejudices, dialogical and cultural psychology
Tamara K. Rodney is a doctoral candidate at Webster University, USA, with an emphasis in transformative learning. Her research focuses on promoting epistemic liberation for black learners, and examining the implications of unnamed whiteness and white epistemology on non-white students.
