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.
