unlocking research series

Teaching Creativities

The aim of this book is to inspire, invite us to think and share ways in which research is informing and enabling a role to play for new creativities (diverse forms of authoring) of change-making practices in primary education. In essence, it will explore how we are opening up to new ways of thinking, being and doing differently[1] as primary teachers, teaching assistants and school leaders. In this current pandemic crises (and beyond) the act of teaching necessitates new ways of thinking, being and doing, going beyond boundaries, creating new spaces for innovative practices, and new forms of leadership; authoring the possibility of becoming a new society, where educational encounters are underscored by new creativities inspiring change.

The book takes you on a journey that engages you in/with/through innovative ‘research informed practice’ drawing from projects originally conducted both in the UK and beyond. The argument that underscores – as seeds sown across all parts and each chapter – and places at the centre of consideration – the need to inspire change-making practices that (re)invigorate, (re-)empower, and (re-)position new creativities to rethink primary education practice. This is a book which is revolutionary in its performative calls and invites for teachers and leaders to co-create ways to unlock research together as mutually informative ways of authoring change.

Teachers/practitioners and academics/scholars need resources that explicitly demonstrate, and render explicit real world examples, how the use of research can be applied to inspire change in classroom and primary school contexts. Each chapter is co-authored by a partnering teacher-researcher and academic/scholar pairings. In this way we demonstrate teachers and academics need to re-frame being-of-the-world, as intellectuals who research and create practices. Both ask questions about unlocking research, both ask questions about doing more than merely ‘tinker’ with their practice, but rather rethinking it, and both benefit from partnerships which research-generating, accessible, innovative and inspiringly new acts of enquiry as a peer group.