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Skills and Expertise
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October 2007 - present
Publications
Publications (58)
Research in STEAM education continues to develop, and yet the literature in this area is often theoretically ‘light’. Given the importance of theory to provide explanatory power, the aim of this paper is to offer a theoretical classification system to be used as a tool for researchers and practitioners in this area. Derived from literature searches...
This open access book aims to show how creative ruptions – disturbances or commotions - can lead to the emergence of ethical, care-ful educational futures. Grounded in empirical and theoretical research undertaken from posthuman, decolonial, new materialist and feminist perspectives, this edited volume questions historical and current assumptions a...
In this final chapter of Creative Ruptions , we revisit the claims made in Chappell with Turner and Wren, Creating Spaces for Ruptions and Provocations in Creative Ruptions for Emergent Educational Futures . Palgrave Macmillan, 2024. That this book would show how ethical, care-ful educational futures might emerge through creative ruptions; that we...
This chapter lays the ground for how ethical, care-ful (Haraway, When species meet . University of Minnesota Press, Minneapolis, 2008) educational futures might emerge through creative ruptions and how, individually and collectively, the authors are working with Facer’s ( Literacy 53, 2019, p. 12) argument that: it is possible to begin to create ed...
Embodiment is a lively and vital current in my pedagogy, research and writing. For a considerable time, I have overtly entangled embodiment, enmeshed with materiality into the notion of dialogue to argue that, with multiple others, we create, think and do in many ways that are as influential as words. This is part of wider endeavours to disrupt pra...
This article is a theory/practice positioning paper which applies posthumanising creativity as a conceptual framework for Global Science Opera (GSO) practice, in the context of global education/citizenship and STEAM education. Through this positioning we demonstrate how GSO has potential to help students to globally attend to wicked problems from w...
This paper delves deeply into the creative pedagogies which support cutting edge digital STEAM practice across primary and secondary school settings. It contextualises the research within current STEAM agendas including transdisciplinarity, and STEAM and technology and goes on to offer insight from the novel context of ocean learning to develop and...
This study marks a resting point within ongoing explorations of creativity, transdisciplinarity, materiality, and spatiality in Higher Education (HE) pedagogy. It interrogates how different materialities and spatialities shape learning to re‐create practices to better respond to societal challenges. This is situated within an imperative to move awa...
This article explores the affordances, challenges, and imperfections of researching “post”humanizing creativity, by offering two exemplars, sharing how we walk the talk, so to speak, as well as how we have been rewarded and challenged. This is all within the larger umbrella of exploring how a posthumanizing creative approach can expand pedagogical...
Purpose
This review articulates current understanding of the aesthetic, artistic and creative contributions that Dance makes to Health and Wellbeing across the lifecourse within publications 2000–2019, an under-researched area.
Methods
Review Questions: What are the aesthetic, artistic and creative contributions that Dance makes to Health and Well...
Alongside the neoliberalisation of UK Higher Education (HE), the values of speed, competition, marketisation and individualism increasingly shape teaching and learning globally. This article takes seriously the feeling of unease expressed by lecturers and students in this context, proposing that posthumanism offers a theoretical, methodological and...
This chapter explores the entanglement of research and practice, offering an account of science|arts practice in which research-driven “features of creative pedagogy” were used within an action research project to engage young people with the problem of ocean plastics. Thinking with Barad’s theory of agential realism, we explore the ongoing emergen...
This paper is a critical systematic literature review of empirical work on creative pedagogies from 1990 to 2018. It responds to the increased international attention being afforded creativity and creative pedagogies in research, policy and practice and examines the evidence regarding creative pedagogical practices and the potential impact of these...
Research into Creativity and Dance Education is increasingly in the spotlight as, internationally, the community of dance education researchers is growing. In recent years, the field has blossomed to include new cultural perspectives, voices and styles and a consistently expanding range of definitions, epistemologies and methodologies for researchi...
Background: Creativity is often viewed as a fundamental educational capability. Science can play a role in nurturing creativity. Research suggests that creative pedagogy, including interdisciplinary teaching , can engage students with science. Previous studies into teachers’ attitudes to science and creativity have been largely situated within nati...
This paper responds to recent calls to explore the nuances of the interaction between the sciences, the arts and their inherent creativity to better understand their potential within teaching and learning. Building on previous arguments that the science-arts-creativity relationship is dialogic and relational, this research focuses on the question:...
Chappell demonstrates that existing concepts of creativity in education only go so far in addressing rapid, unpredictable 21st century changes and accompanying policy and practice challenges. The chapter articulates, critiques and shifts away from conceptualisations such as ‘Wise Humanising Creativity’ and proposes (posthumanising) creativity as a...
The Creativity and Emergent Educational-futures (CEEN) Network brings together a group of people with overlapping and intersecting philosophical orientations, ideologies and values that challenge the status quo on education. Despite the diversity within CEEN, we all do research that, in various ways, argues for the centrality of difference and emer...
This article interrogates how a particular conception of creativity: ‘wise humanising creativity’ (WHC) is manifest within a virtual learning environment (VLE) with children and young people. It reports on the outcomes of C2Learn, a three-year European Commission funded project which introduced innovative digital gaming activities to foster co-crea...
Wise humanising creativity (WHC) is creativity guided by ethical action, meaning it is mindful of its consequences and is empowering, offering far greater shared hope for the future than the competitive mentality that pervades most education systems. Understanding how virtual learning environments (VLEs) can foster WHC is becoming exceedingly impor...
Funded by the Paul Hamlyn Foundation, Next Choreography is a three-year Siobhan Davies Dance (SDD) project for 14-21-year-old young people (YP). The fundamental aim of the project is to develop the cohort's knowledge, skills, insight, and experience to create their own unique choreographic work. Distinct to SDD, the project encourages YP to look be...
The goal of this qualitative study is to provide theoretical knowledge and design principles for a creative educational environment characterized by simultaneous study and exploration of science or math, and the arts: Write a Science Opera (WASO). To do so, we used a theory of creativity in education which links collaborative co-creation in creativ...
This paper focuses on how wise humanising creativity (WHC) is manifested within early years interdisciplinary arts education. It draws on Arts Council-funded participatory research by Devon Carousel Project and University of Exeter’s Graduate School of Education. It is grounded in previous AHRC-funded research, which conceptualised WHC in the face...
Recent EU recommendations and decisions about the future of educational systems, and recent research initiatives in pedagogical and educational issues, recommend that efforts should be dedicated to motivating the school community to use creative teaching and learning practices in their day-to-day activities. More specifically, creativity and innova...
Deliverable 2.3.2 is the final installment of a document detailing the C 2 Learn Co-creativity Assessment Methodology, its rationale, method, tools and accompanying operationalisation. Led by the UEDIN team in close collaboration with the OU team, and other appropriate consortium members, it sets out the over-arching theoretical frame of the projec...
Deliverable 5.4.1 is the first installment of a document describing the outcomes of Co-creativity Evaluation Analysis of data and information gathered through the pilot activities (M21 cycle), following the methodology defined by T2.3. Led by the UEDIN team, in close collaboration with OU, EA and BMUKK it sets out in detail the qualitative and quan...
This paper reviews the nature of possibility thinking (PT) (transformation from what is
to what might be, in everyday contexts for children and teachers) and reports on how PT
manifested in two English primary schools engaged in social change. It identifies shared
characteristics across the schools as well as unique ways in which PT manifested.With...
Deliverable 2.2.2 is the second of the two public versions of the document; the first was delivered in Month 9 and this one in Month 18 of the three-year project. Similarly to D2.2.1, and D2.1.1 Interim, this document explicates the key concepts and principles relating to C 2 Learn’s Learning Design. Developed by the OU team working closely with fe...
In this paper we explore the relationship between creativity and identity in dance education. We consider how, when creating dance, young people can go on a 'journey of becoming'; how in the process of making dance, they are also being made. We draw on the Dance Partners for Creativity research, a qualitative in depth study of creative partnership...
This paper explores research-focused reflective creative partnership at the heart of Dance Partners for Creativity (DPC), a qualitative, participatory research project located in secondary school creative partnership initiatives in England. It researched how dance artists and teachers partnered as ‘external’ and ‘school’ partners respectively, to n...
This is a case study investigation into creativity involving young dancers and faculty members on the UK government-funded pre-vocational contemporary dance training programme. Qualitative research techniques were used to gather and interpret data on how individuals nurtured and viewed creativity at an individual level, as well as how the facilitat...
The authors have, for some years, studied the concept of ‘possibility thinking’ (PT), or ‘what if’ and ‘as if’ thinking in children aged 3–11, which generates novelty – and the pedagogical strategies which foster it. They have argued, on the basis of previous qualitative studies, that ‘PT’ is at the core of creativity in education. Having begun as...
Background: ‘Creative learning conversations’, are methodological devices developed in two co-participative qualitative research projects exploring creativity and educational futures at the University of Exeter in England.Sources of evidence: Framed by Critical Theory, the projects, one on dance education partnership, the other on student voice and...
This paper details the early stages of research which, through exploring new methodological and conceptual spaces, is being carried out with the aim of contributing to redressing the balance between creativity and performativity, in secondary level dance education in England. The Dance Partners for Creativity Research (DPC) Project is a co-particip...
This paper offers analysis and evaluation of ‘Creative Science Teaching (CST) Labs III’, a unique and immersive approach to science teachers’ continuing professional development (CPD) designed and run by a London-based organisation, Performing Arts Labs (PAL), involving specialists from the arts, science and technology as integral. Articulating the...
Drawing on the Dance Partners for Creativity Research Project, this paper will consider the research methodologies and methods employed by a team of dance education professionals who seek to contribute to reinvigorating practice in relation to young people's creativity in secondary-level dance education in England. They have developed a focus on in...
For a year until end 2007, 7 - 11 year-olds and teachers in North-East England, are collaborating with a dance company and external researchers Craft and Chappell, on two research Throughlines, one for pupils and one for teachers. This paper focuses on the latter: How does developing creative movement change the ways we teach and how we feel about...
Drawing on research that sought to explore the characteristics of 'Possibility Thinking' as central to creativity in young children's learning, this paper considers question-posing and question-responding as the driving features of 'Possibility Thinking' (PT). This qualitative study employed micro-event analysis of peer and pupil-teacher interactio...
This paper will present and critique the mediation of tensions arising as a result of the collision of creativity and performativity policies in English primary education, in the context of the three-way model of creative partnership being used for professional development in certain English schools. The paper will consider these partnerships from...
Engaging imaginatively with how education is manifested is necessary for providers both in higher education and in preceding contexts and phases. Fostering dispositions for creativity in dynamic engagement and the consideration of pedagogy, curriculum, inclusion, policy and the management of change, requires innovative provision to span school, hom...
About the book: The desirability of creativity in learning is being emphasized more and more in Europe, the East and the West. Creative learning derives its uniqueness from certain enabling conditions. Defining and documenting it is slippery and problematic, but has to be done if we are to develop it meaningfully in schools. This book explores new...
This paper reports focused findings from a qualitative scoping study undertaken in four sites in England focusing on progression in creative learning (PICL) (February 2005–January 2006), funded by Creative Partnerships, a national development programme. The study sought to explore how progression in creative learning can be described in two curricu...
This paper offers part of the findings of a qualitative, interpretive Ph.D. study, which used a case study approach to explore and illustrate the conceptions of and approaches to creativity of three expert specialist dance teachers working with late primary age children. The specialists had extensive expertise as dance educators in different educat...
This is a preprint of an article whose final and definitive form has been published in Research in Dance Education © 2007 Copyright Taylor & Francis; Research in Dance Education is available online at http://www.informaworld.com. This paper represents the final layer of analysis carried out in a study investigating the conceptions of and approaches...
Within the context of developing creativity discourse and policy, this paper begins by exploring a number of the tensions that emerged from research using an interdisciplinary framework to investigate creativity with English expert specialist dance teachers. The paper then interrogates and articulates the productive dynamics of one of these tension...
What kinds of principles might underpin the development of ideas by young people for transforming the education system they currently experience? From March 2006 until May 2007, Open University and University of Exeter staff collaborated with young people in two secondary schools, to explore this question, as part of a development and research proj...
