Creative Pedagogy and Environmental Responsibility: A Diffractive Analysis of an Intra-Active Science Arts Practice

Lindsay Hetherington; Kerry Chappell; Hermione Ruck Keene; Heather Wren

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Chapter 12 Creative Pedagogy and Environmental Responsibility

A Diffractive Analysis of an Intra-Active Science|Arts Practice

于Why Science and Art Creativities Matter

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Lindsay Hetherington

Lindsay Hetherington
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Kerry Chappell

Kerry Chappell
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Hermione Ruck Keene

Hermione Ruck Keene
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Heather Wren

Heather Wren
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类型:: 章节

Page Range:: 271–299

DOI:: https://doi.org/10.1163/9789004421585_017

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Abstract

This chapter explores the entanglement of research and practice, offering an account of science|arts practice in which research-driven “features of creative pedagogy” were used within an action research project to engage young people with the problem of ocean plastics. Thinking with Barad’s theory of agential realism, we explore the ongoing emergence of new matter and meaning for the young people, teachers and researchers engaged in this transdisciplinary practice-research.

One component of a large H2020-funded project exploring creativity in science/arts transdisciplinary practices across Europe was a study of action research in six UK secondary schools with science/art teacher pairs. This chapter draws on research conducted within one school in which the issue of plastics in the ocean was explored with 52 students aged 14–15 within an “arts-science project”, to develop the young people’s ideas about environmental responsibility understood, explored and expressed together through science and art.

An approach to researching emergent and creative pedagogies which brings agency to the fore within a material-dialogic, intra-active understanding of (post)human creativity was used. Data gathered through mixed methods, including questionnaires, interviews and photographs, and selected via “glow moment” assemblages, were analysed with and through theory using diffractive analysis to iteratively unfold data, theory, research and practice. This stance embodies a material-dialogic approach, with research, theory and “data” in dialogue.

In the chapter, a sequence of diffractions is described, responding to initial questions posed by the book editors: “When/where/how do objects/subjects of inquiry, and embodiment, come to matter in STEAM (re-)configurings in practice?” These diffractions unfold the emergence of matter and meaning through intra-active material dialogue in a science|art practice, raising questions from/for practice about the concept of ethics, trusteeship and responsibility in environmental education.

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Why Science and Art Creativities Matter

(Re-)Configuring STEAM for Future-Making Education

丛编： Critical Issues in the Future of Learning and Teaching, 卷： 18

Cover Why Science and Art Creativities Matter

ISBN:: 9789004421585

出版社:: Brill

印刷出版日期:: 23 Dec 2019

Subjects
- Education

Front Matter

Acknowledgement

Figures and Tables

Notes on Contributors

Prelude (Re-)Configuring STEAM in Future-Making Education

Part 1 Positioning STEAM in Future-Making Education

Introduction to Part 1

Chapter 1 Where Science Ends, Art Begins?

Chapter 2 Becoming Bird

Chapter 3 Posthuman De/Colonising Teacher Education in South Africa

Chapter 4 Between Will and Wildness in STEAM Education

Part 2 Why Does Science Matter?

Introduction to Part 2

Chapter 5 Developing an Ecological View through STEAM Pedagogies in Science Education

Chapter 6 Listening in Science Education

Chapter 7 Science-Arts as Verbs

Part 3 Why Do the Arts Matter?

Introduction to Part 3

Chapter 8 Reconfiguring STEAM through Material Enactments of Mathematics and Arts

Chapter 9 STEAM Education, Art/Science and Quiet Activism

Chapter 10 Embracing the Serpent

Chapter 11 Linking the Missing Links

Part 4 STEAM Reconfigurings in Practice

Introduction to Part 4

Chapter 12 Creative Pedagogy and Environmental Responsibility

Chapter 13 Learning Mathematical Concepts as a Whole-Body Experience

Chapter 14 STEM to STEAM as an Approach to Human Development

Chapter 15 Taste as Science, Aesthetic Experience and Inquiry

Chapter 16 On Sensorial Experiences at the Beach

Chapter 17 On Methodological Accounts of Improvisation and “Making with” in Science and Music

Postlude Un-Conclusions

Epilogue What Knowledge Do We Need for Future-Making Education?

Back Matter

Index

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Chapter 12 Creative Pedagogy and Environmental Responsibility

A Diffractive Analysis of an Intra-Active Science|Arts Practice

Abstract

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Why Science and Art Creativities Matter

(Re-)Configuring STEAM for Future-Making Education

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