Revealing Creativity Exploration in Transnational Education Cultures
Revealing Creativity: Exploration in Transnational Education Cultures explores the recovery and fostering of creativity under educational constraint. This longitudinal global study of diverse education populations in China, Canada, and Australia offe
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Carol A. Mullen
Revealing Creativity Exploration in Transnational Education Cultures
Creativity Theory and Action in Education Volume 5
Series Editors Ronald Beghetto, Department of Educational Psychology, University of Connecticut, Storrs, CT, USA Bharath Sriraman, Department of Mathematical Sciences, The University of Montana, Missoula, MT, USA Editorial Board Don Ambrose, Rider University, USA David Cropley, University of South Australia, Australia Vlad Petre Glaveanu, Webster University, Geneva, Switzerland Beth Hennessey, Wellesley College, USA Maciej Karwowski, University of Wroclaw, Poland Scott Barry Kaufman, University of Pennsylvania, USA Todd Lubart, University of Paris Descartes, France Jean Pretz, Elizabethtown College, USA Ai Girl Tan, Nanyang Technological University, Singapore Yong Zhao, University of Oregon, USA
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. Other Forth
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