Creative pedagogies in digital STEAM practices: natural, technological and cultural entanglements for powerful learning and activism
dc.contributor.author | Chappell, K | |
dc.contributor.author | Hetherington, L | |
dc.date.accessioned | 2024-01-05T13:55:31Z | |
dc.date.issued | 2023-12-16 | |
dc.date.updated | 2024-01-05T10:51:06Z | |
dc.description.abstract | 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 extend a theorisation of creative pedagogies as entwining both creative teaching and teaching for creativity as embodied, democratic, dialogic and material processes. Intra-action between theory, praxis, nature, culture, the digital and humans enables an emergent perspective about changing the dynamics of power to develop ocean or environmental learning and related activism. Derived from research into an ocean education project, which aimed to develop students’ ocean literacy through the combined educative principles of creative pedagogies and digital technologies (Augmented and Virtual Realities), the research draws on data from six projects across primary and secondary school settings in Denmark, Spain and England. It used a ‘diffractive’ analytic technique, inspired by new materialist theory, to explore the messy mixtures of natural, cultural and technological environments that were being learned through. This involved the development of four material-dialogic assemblages each including diffractive switches. Each is presented first through a ‘piece’ which demonstrates each assemblage’s connection to the core question, followed by ‘ripples’, which briefly articulate the new learning and questions arising from that assemblage. The four assemblages cover the irresistibility of making kin, the relationships between lively bodies and virtual environments, the importance of spacetimematter in environmental edu-activism and trajectories between transience, stability and dialogic space. The paper leaves the reader/engager with a selection of prompts to highlight the research’s contribution to current STEAM agendas related to changing power dynamics, and to provoke reader/engagers’ own practices. These can include new pedagogies and activisms, as well as theoretical developments to the combined educative principles of creative pedagogies and digital technologies within STEAM education. | en_GB |
dc.description.sponsorship | Erasmus+ | en_GB |
dc.format.extent | 1-40 | |
dc.identifier.citation | Published online 16 December 2023 | en_GB |
dc.identifier.doi | https://doi.org/10.1007/s11422-023-10200-4 | |
dc.identifier.grantnumber | 2018-1-UK01-KA201-047947 | en_GB |
dc.identifier.uri | http://hdl.handle.net/10871/134909 | |
dc.identifier | ORCID: 0000-0002-9964-1128 (Chappell, Kerry) | |
dc.language.iso | en | en_GB |
dc.publisher | Springer | en_GB |
dc.rights | © The Author(s) 2023. Open access. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ | en_GB |
dc.subject | STEAM | en_GB |
dc.subject | Creative pedagogies | en_GB |
dc.subject | Digital pedagogies | en_GB |
dc.subject | Ocean literacy | en_GB |
dc.subject | Postqualitative | en_GB |
dc.title | Creative pedagogies in digital STEAM practices: natural, technological and cultural entanglements for powerful learning and activism | en_GB |
dc.type | Article | en_GB |
dc.date.available | 2024-01-05T13:55:31Z | |
dc.identifier.issn | 1871-1502 | |
dc.description | This is the final version. Available on open access from Springer via the DOI in this record | en_GB |
dc.identifier.eissn | 1871-1510 | |
dc.identifier.journal | Cultural Studies of Science Education | en_GB |
dc.relation.ispartof | Cultural Studies of Science Education | |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | en_GB |
dcterms.dateAccepted | 2023-09-23 | |
rioxxterms.version | VoR | en_GB |
rioxxterms.licenseref.startdate | 2023-12-16 | |
rioxxterms.type | Journal Article/Review | en_GB |
refterms.dateFCD | 2024-01-05T13:53:43Z | |
refterms.versionFCD | VoR | |
refterms.dateFOA | 2024-01-05T14:04:27Z | |
refterms.panel | C | en_GB |
refterms.dateFirstOnline | 2023-12-16 |
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Except where otherwise noted, this item's licence is described as © The Author(s) 2023. Open access. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/