This book examines the gaps in creativity education across the education lifespan and the
resulting implications for creative education and economic policy. Building on cutting-edge
international research the editors and contributors explore innovations in interdisciplinary
creativities including STEM agendas and definitions science and creativity and organisational
creativity amongst other subjects. Central to the volume is the idea that good creative
educational practice and policy advancement needs to reimagine individual contribution and
possibilities whilst resisting standardization: it is inherently risky not risk-averse.
Prioritising creative partnerships zones of contact practice encounters and creative
ecologies signal new modes of participatory engagement. Unfortunately while primary schools
continue to construct environments conducive to this kind of 'slow education' secondary
schools and education policy persistently do not. This book argues from diverse viewpoints and
methodological perspectives that 21st-century creativity education must find a way to advance
in a more integrated and less siloed manner in order to respond to pedagogical innovation
economic imperatives and creative possibilities and adequately prepare students for creative
practice workplaces and publics. This innovative volume will appeal to students and scholars
of creative practice as well as policy makers and practitioners.
