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Call for Presentations, 10th Global Conference: Creative Engagements -- Thinking With Children

Papers, presentations, reports and workshops are invited, but not limited any of the following focus areas;

Brain Research and Creativity

  • What does current brain/cognitive research tells us about childhood and creativity?
  • How does current understanding of brain plasticity impact on other disciplines dealing with children and creativity engagements?

The Creative Environmental Space

  • What spaces engender or inhibit creativity?
  • What is the nature of the architecture of a creative space?
  • From Theory to Practice: Case studies of creative spaces in action
  • What will the creative spaces of the future look like?
  • Children’s views on creative spaces

The Creative ‘Inner’ Space

  • What is the role of memory in creativity?
  • How is the concept of creativity ‘framed’ in various disciplines?
  • What are the origins of these forces and forms of thinking, and links to creative thinking?
  • What is the relationship between creativity and divergent thinking?
  • How are these developed and nurtured?
  • How do various disciplines understand these forms of thought, and praxis?
  • What are the similarities/differences in understanding between the related research disciplines?
  • How can these be fostered in a world dominated by measurement, outcomes and benchmarks?
  • Children’s views on creativity.

Creativity, Engagement and Education


  • How do various disciplines define the concept of engagement?
  • What is the nature of genuine learning, genuine engagement with learning and their relationship to creativity?
  • What is creativity in theory and practice? What is creative education? Can creative engagement be taught?
  • Engaging with, engagement for, and for whom?
  • What does engagement mean for teachers, children and classroom practice?
  • How does genuine engagement and creative learning relate to the architecture and physicality of the classroom environment?
  • Creative engagement in the areas of planning, resourcing, organization, management and assessment.
  • Good practice, classroom examples, and effective strategies for promoting creativity within and across curriculum subjects.

Creativity, Pedagogy and Curriculum

  • Inter-disciplinary approaches to creative engagement in teaching and curricula.
  • Historical and contemporary representations of childhood and adolescence: art, film and literature.
  • The future role of text, the visual media as form of critical appraisal, developing creativity and children’s engagement.
  • Children, creativity and visual literacy.
  • Traditional literacies and creativity: what are they and how do they fit in the visual age?
  • Assessing Cziksentmihaly’s work, and in particular, the notion of ‘flow’; how this is understood by different disciplines.
  • The role and nature multiple intelligences (re: Howard Gardner ) in developing creativity.
  • Are there more intelligences than Gardner’s 7.5 – e.g. spiritual/existential intelligence, and how do these ‘fit’ with creativity?
  • Pedagogy, curricular and extra-curricula approaches.
  • Integrative case studies and examples of team based teaching.
  • Creativity in a crowded curriculum.
  • Education, entertainment or edutainment, and the ‘fit’ with creativity?
  • Teachers, creativity and professional development.
  • How to assess, analyze and describe creative practice?
  • Institutions, education and designing systems to develop children’s learning in the 21st century

Critical and Cultural Thinking and Children

  • What is the optimal macro and micro-culture for developing creativity?
  • What are the limits of cultural development for creativity?
  • What are the enablers and inhibitors of creativity?
  • What is critical thinking? Is it the same as critical literacy?
  • What is the nature of engagement with critical thinking before school?
  • Facilitating creativity: With what, who and when?
  • What is the role of the ’significant other’ in developing critical engagement at home and in school?
  • What are the conditions that foster critical thinking at home and then in the school years?
  • The rise of the far right Christian education movement and the effect on critical thinking and engagement.
  • Types of critical thinking and their relationship to creativity.
  • Cultural contexts of critical thinking.
~What are the links between self-esteem and creativity?
  • What is the nature of, and links between teaching creatively and teaching for creativity?

Engagement, Skills and Life Issues

  • Emotion and links to creativity.
  • Engaging in intercultural and human development education with children.
  • The role of parents in developing or fostering creativity and engagement with life and learning.
  • Engaging in intercultural and human development education with children.
  • The nature of school as an enabler or inhibitor of creativity or engagement with learning as a whole.
  • The idea of moral, values and spiritual, education as creative experiences.
  • The role of play (in all forms) and the concept of creativity.
  • Children creatively engaging each other: communication and cooperation; problem solving; play and social issues – ethnicity, immigration etc.
  • Creatively engaging the disabled.
  • Exploring children’s needs, wants, wishes, desires and hopes.
  • The nature of natural learning theories.
~Developing antinomy and independence.
  • Developing life skills, social issues and education for citizenship.

The Steering Group particularly welcomes the submission of pre-formed panel proposals.

Note: Papers can be submitted on any area dealing with creativity and children.

All submissions are minimally double blind peer reviewed where appropriate. If an abstract is accepted for the conference, a full draft paper should be submitted by Friday 23rd January 2015.

Abstracts should be submitted simultaneously to the Organising Chairs; abstracts may be in Word or RTF formats with the following information and in this order: a) author(s), b) affiliation, c) email address, d) title of abstract, e) body of abstract (300 words) , f) up to 10 keywords.
E-mails should be entitled: CE10 Abstract Submission.

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