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 ...
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 within education, and how posthumanising creativity might prove a productive way to understand creativity more generally within education. The Global Science Opera (GSO) emerged as a practice in 2014, at the intersection of developing agendas in STEAM (Science, Technology, Engineering, Arts and Maths) education, and global education and citizenship. Since this time GSO has been implemented on a global scale with a remit to explore the interweaving of arts, sciences and technology within a creative and democratic inquiry process which necessarily crosses geographical and other boundaries. The article considers the intersections of posthuman understandings of creativity, STEAM and global education and goes on to articulate GSO in relation to these. This includes discussion of how GSO creative process might be shaped through this positioning and how GSO creative pedagogies might manifest. The article concludes by offering insights into how GSO and posthumanising creativity might symbiotically productively move forward.
