Creativity, Education and the Arts
This series emerges out of recent rapid advances in creativity- and arts-informed research in education that seeks to reposition creativity studies within (and in conversation with) education as a multi- and interdisciplinary field. This series takes as its starting point the interrelationship between arts-based research and a growing neuroscientific, cultural and economic discourse of creativity and creative industries, and the need for education to play a larger role in these expanding discourses. It also takes as a priori an invitation to creativity scholars to move more robustly into theorizing the work of arts- and creativity-based research work, bridging a historical gap between ‘science’ and ‘art’, between ‘theoretical’ and ‘applied’ approaches to research, and between qualitative and quantitative research paradigms. The following are the primary aims of the series: To publish creativity research and theory in relation to education (including schools, curriculum, policy, higher education, pedagogy, learning and teaching, etc.). To put education at the heart of debates on creativity, re-establish the significance of creativity for learning and teaching and development analyses, and forge links between creativity and education. To publish research that draws on a range of disciplinary and theoretical lenses, strengthening the links between creative and arts education and geographies, anthropology, creative industries, aesthetics and philosophy, history, and cultural studies. To publish creativity research and theory with an international scope that explores and reflects the current expansion of thought and practice about global flows, cultural heritage, and creativity and the arts in education.