Creative Ruptions for Emergent Educational Futures

Kerry Chappell is an Associate Professor in the School of Education at the University of Exeter, UK, where she leads the Creativity and Emergent Educational futures Network and the MA Education Creative Arts Programme. She is also Adjunct Associate Professor at the Western Norway University of Applied Sciences. Her research focuses on creativity in education, specifically in the arts (dance) and transdisciplinary settings, and how creativity contributes ethically to educational futures.  

Chris Turner is an independent writer and researcher, and an Honorary Lecturer at the University of Exeter, UK. An expert in the field of education, his research and writing interests are in the aesthetics and ecology of education, from which he has developed the theoretical concepts of aesthoecology. A member of the Creativity and Emergent Educational futures Network at the University of Exeter, he has lectured widely on educational leadership and community education.  

Heather Wren is a Graduate Research Assistant and PhD student at the University of Exeter, UK. Her research explores environmental empathy using a New Materialist lens in an effort to understand how this type of empathy emerges in education. She is also a member of the Creativity and Emergent Educational futures Network at the University of Exeter.

1.Creating Spaces for Ruptions and Provocations.- Part 1: Creating Spaces for Ruptions.- 2. Flowing with embodiment and materiality: touch and time for new educational futures.- 3. Exploring aeshoecology - affective anticipation, liminality and emergence as features of alternative educational futures.- 4. On bewilderment, education and opening spaces for creativity and emergent educational futures.- Part 2: Dialoguing.- 5. Journeying with affective embodied empathy for an ethical understanding of environmental education.- 6. (Ma)kin(g) sympoetic more-than-human educational futures.- 7. Sensing in liminal spaces: Words, music and dementia.- 8. Creativity in an emergent and improvisational global educational environment.- Part 3: Resistings.- 9. The aesthetics of African participatory music making through the eyes of Utu: An alternative approach to music education.- 10. Re-imagining research methods curriculum in education otherwise: A decolonial turn.- 11. Care as resistance within educational practice.- 12. Steps toward a decolonial feminist ecology.- 13. Conclusion: Inhabiting the cracks: Accumulating creative ruptions to change education