This accessible and timely edited volume is at once provocative and original in shedding new light on the roles of science and arts creativities for 'future-making education'. An international set of expert authors grapple with innovative ways of thinking about the complex, textured and contested entanglements of knowledge and practice reconfigurings in STEAM education.

Inclusivity and Equality in Performance Training focuses on neuro and physical difference and dis/ability in the teaching of performance and associated studies. It offers 19 practitioners’ research-based teaching strategies, aimed to enhance equality of opportunity and individual abilities in performance education. Challenging ableist models of teaching, the 16 chapters address the barriers that can undermine those with dis/ability or difference, highlighting how equality of opportunity can increase innovation and enrich the creative work. Key features include: Descriptions of teaching interventions, research, and exploratory practice to identify and support the needs and abilities of the individual with dis/ability or difference Experiences of practitioners working with professional actors with dis/ability or difference, with a dissemination of methods to enable the actors A critical analysis of pedagogy in performance training environments; how neuro and physical diversity are positioned within the cultural contexts and practices Equitable teaching and learning practices for individuals in a variety of areas, such as: dyslexia, dyspraxia, visual or hearing impairment, learning and physical dis/abilities, wheelchair users, aphantasia, attention-deficit/hyperactivity disorder and autistic spectrum. The chapter contents originate from practitioners in the UK, USA and Australia working in actor training conservatoires, drama university courses, youth training groups and professional performance, encompassing a range of specialist fields, such as voice, movement, acting, Shakespeare, digital technology, contemporary live art and creative writing. Inclusivity and Equality in Performance Training is a vital resource for teachers, directors, performers, researchers and students who have an interest in investigatory practice towards developing emancipatory pedagogies within performance education.

This fully revised second edition of Debates in Science Education explores the major issues that science teachers encounter in teaching their subject, encouraging the reader to make their own informed judgements and argue their point of view with deeper theoretical knowledge and understanding. Brand new chapters written by a team of international experts provide fresh insight into topics of central importance when teaching science. Written to aid and inspire beginning teachers, current teachers and established subject leaders, these focused chapters are essential to anyone wishing to deepen their understanding of salient issues within school science education, including: STEAM education sustainability and climate change science and sensitive issues equity and diversity science and sex education science and religion science and pedagogy (including science inquiry) transition from primary to secondary school Encouraging critical reflection and aiming to stimulate both novice and experienced teachers, this book is a valuable resource for any student or practicing teacher and particularly those engaged in continuing professional development or Master’s level study.

This book examines the gaps in creativity education across the education lifespan and the resulting implications for creative education and economic policy. Building on cutting-edge international research, the editors and contributors explore innovations in interdisciplinary creativities, including STEM agendas and definitions, science and creativity and organisational creativity amongst other subjects. Central to the volume is the idea that good creative educational practice and policy advancement needs to reimagine individual contribution and possibilities, whilst resisting standardization: it is inherently risky, not risk-averse. Prioritising creative partnerships, zones of contact, practice encounters and creative ecologies signal new modes of participatory engagement. Unfortunately, while primary schools continue to construct environments conducive to this kind of ‘slow education’, secondary schools and education policy persistently do not. This book argues, from diverse viewpoints and methodological perspectives, that 21st-century creativity education must find a way to advance in a more integrated and less siloed manner in order to respond to pedagogical innovation, economic imperatives and creative possibilities, and adequately prepare students for creative practice, workplaces and publics. This innovative volume will appeal to students and scholars of creative practice as well as policy makers and practitioners.

This edited volume brings together international research that explores children’s creativity in STEM inquiry. It takes the position that creativity is relevant in all aspects of life and is essential for adaptable and innovative thinking. The research informed content of the book, highlights both challenges and opportunities for growing children’s creativity. The book focuses on fostering children’s creativity and natural curiosity in the world around them through STEM inquiry. Through STEM inquiry, children are learning through a cross- disciplinary approach where they apply concepts from multiple fields as they are thinking creatively, problem solving and constructing solutions. Educators play a critical role in encouraging children’s creativity by modelling creativity, providing creative projects for children and importantly, establishing rich culturally connected environments where children have the resources, conditions and opportunities for acting and thinking creatively. The book provides a lens for looking at children’s creativity in a range of different cultural settings. It offers insight and guidance to future research and will build educators’ capacity for developing children’s creative practices.

The International Science and Evidence Based Education (ISEE) Assessment is an initiative of the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), and is its contribution to the Futures of Education process launched by UNESCO Paris in September 2019. In order to contribute to re-envisioning the future of education with a science and evidence based report, UNESCO MGIEP embarked on the first-ever large-scale assessment of knowledge of education.

Knowledge comes from thinking with, from and through things, not just about them. We get to know the world around us from the inside of our being in it. Drawing on the fields of anthropology, art, architecture and education, this book addresses what knowing from the inside means for practices of teaching and learning. If knowledge is not transmitted ready-made, independently of its application in the world, but grows from the crucible of our engagements with people, places and materials, then how can there be such a thing as a curriculum? What forms could it take? And what could it mean to place such disciplines as anthropology, art and architecture at the heart of the curriculum rather than – as at present – on the margins? In addressing these questions, the fifteen distinguished contributors to this volume challenge mainstream thinking about education and the curriculum, and suggest experimental ways to overcome the stultifying effects of current pedagogic practice.

Transformative Education aims decisively to transform the world of education and to nurture the next generation to become problem-solvers and creative thinkers, empowered with the necessary skills to make this world a better place. It provides practical methods for sustainable, integrative, and active learning, and investigates ‘the why’ behind these proven and effective methods. Discussing the different levels of subject integration in school, from intradisciplinary to transdisciplinary teaching, the authors analyse their potential holistic impact and knowledge retention effectiveness. With a substantial section on the efficacious teaching of the increasingly indispensable field of critical thinking, this book is built up first around a discourse of the intended methodology, secondly, it also includes a very practical mid-section with direct and meticulously described project ideas for teachers to try out, and finally a discussion and an analysis on what effects the proposed techniques might have and how teachers and students could be facilitated in their learning processes by school leaders and administrators. This pioneering endeavour is an important text for education professionals globally, as well as for the policy makers that regulate their work. It may also be of interest to parents and to a wider society. Additional digital resource content is available online and includes practical examples, explanations and video to help support sustainable, integrative and active learning.

This edited book considers the vital position of artistic research in the landscapes and ecosystems of new materialism(s) and post-humanism(s), in and for higher education. The book aims to satisfy an urgent desire for change in the ways we link artistic and critical research practices, asking what new ways of thinking and creating for twenty-first century artistic and educational contexts we need in order to address the kinds of global complexities we face. Organised around five key themes including fictioning, reading, embodying, inhabiting and folding, the book acts as an entry point for academics, artists and scholar-practitioners to participate in the shaping of new forms of artistic research and practice that are relevant, participatory, and that urgently address the kinds of complex issues emergent in our twenty-first century context. In doing so, the book makes a key contribution to the development of emerging inter- and transdisciplinary artistic research practices across a range of fields, responding to the question - what kinds of research and practice worlds do we wish to create in times of urgency, crisis and complexity?

“In the context of one of the most difficult times for art and design education that I can remember, Dr Rachel Payne’s timely volume gives hope; it provides a valuable and inspirational resource for established and aspiring creative practitioners concerned with meaningful teaching and learning.” Richard Hickman, Fellow of NSEAD, UK “Those of us in the arts who need reassurance that our work matters, that our work remains essential to a holistic education for children, youth and adults, and that artist-teachers can reclaim, recover, and reimagine their professional practices in the midst of governmental controls – then, this is our book.” Rita Irwin, Professor of Art Education, The University of British Columbia, Canada More than most educators, art teachers have to negotiate two professional identities of artist and teacher. In Professional Learning for Artist Teachers: Pedagogy, Practice and Partnership in UK Contexts, Rachel Payne brings together innovative discourse from academics, artists, researchers and professionals working for cultural organisations to support the symbiosis of artist and teacher. Professional Learning for Artist Teachers is a book of balance, combining theory and practice to offer pedagogic strategies, and placing great importance on individual contexts while considering external factors. The text: •Comprises a wide range of bespoke perspectives and experiential content •Explores cultural partnerships within higher education programmes •Focuses on the UK context while examining how the field differs regionally, nationally and internationally Offering pedagogic and practical insights drawing from the contributing authors' extensive experience, this book will be of interest to practitioners, academics and students alike. Rachel Payne is the Deputy Head for Education and Student Experience at Oxford Brookes University, UK. Here she is also subject coordinator for the MA Education: Artist Teacher Practice, which is run in partnership with the Pitt Rivers Museum, University of Oxford, UK.