Creativity Theory and Action in Education

Description

Educational settings represent sites of creative possibility. They also represent the manifestation of some of the most persistent and dogmatic beliefs about teaching and learning. This series aims to push the frontiers of creativity theory, research, and practice in educational settings. Specifically, this series endeavors to provide a venue for disseminating the kinds of provocative thinking and cutting-edge research that can promote more creative approaches to teaching and learning. The focus of the series is on mainstream (rather than gifted or other specialized) educational settings. Another aspect worthy of exploration is domain specific or domain general view of creativity- one that has hitherto been the speculation of cognitive science but one that can be brought to the forefront of existing treatments of creativity. A final (and general) area of investigation is artistic, ecological, cultural and anthropological aspects of creativity that have been ignored by the community.
This Series: • Capitalizes on the growing international interest and concern about the breakdown of creativity in everyday schools and classrooms • Provides fresh thinking on complex issues and challenges pertaining to theory and practice aimed at promoting creativity in educational settings • Challenges existing dogmas and overly narrow conceptions of teaching, learning, and creativity (e.g., creativity being separated from academic learning and linked to gifted education) • Spotlights new theories, methodologies and approaches to studying and enacting creativity in a variety of domains, contexts, and levels (early childhood through higher education)
The Editors of this Series welcome proposals for edited and authored volumes that provide provocative and original explorations of creative theory, methodology and action in educational settings. This includes international and multidisciplinary perspectives on creativity across and within K-12, university, online and informal educational settings (e.g., museums, organizations, clubs, and groups).  The audience for this series includes creativity and educational researchers, graduate students, practicing educators, and educational thought leaders.
Editorial Board:Don Ambrose, Rider University, USA  David Cropley, University of South Australia, AustraliaVlad Petre Glaveanu, Webster University, Geneva, Switzerland  Beth Hennessey, Wellesley College, USAMaciej Karwowski, The Maria Grzegorzewska University, Poland Scott Barry Kaufman, University of Pennsylvania, USATodd Lubart, University of Paris Descartes, France Jean Pretz, Elizabethtown College, USA Ai Girl Tan, Nanyang Technological University, Singapore 

Forthcoming volumes:

Creativity in Theatre: Theory and Action in Theatre and Drama Education, edited by Suzanne Burgoyne (due mid-2018)

- Creativity Under Duress in Education? Resistive Theories, Practices, and Action, edited by Carol A. Mullen, Virginia Tech (due mid-2018)

Dynamic Perspectives on Creativity: New Directions for Theory, Research, and Practice in Education, edited by Ronald A. Beghetto and Giovanni E. Corazza  (due mid-2018)

 -  Engineering Creativity and Interacting Minds in Problem-Based Learning, by Chunfang Zhou (due end-2018)