Call for Papers - Extended


Call for papers

Too dependent on natural resources and at risk to boom/bust economic shocks, Canada urgently needs investment in a new economy, one fueled by creativity (Altass & Wiebe, 2017). While creative innovation can be observed in a variety of educational settings that include in and out of classroom learning spaces, where creative pedagogues contribute to innovation through blogs, YouTube channels, art installations, and so on, these contributions would appear to be the exception. But, why? 

A combined creative and critical educational experience depends on the creative agency of teachers (Carter, 2011); however, barriers like standardized testing prevent the kind of interconnections, experimentation, collaborations, risk-taking, and cross disciplinary projects that are desirable (Howard et al., 2018). This lack of creative agency in schools leads to an undervaluing of the creative outcomes that are possible, and is why we propose a reconceptualization of teachers' roles as creative pedagogues. 

In this special issue, we invite authors to critically engage with how educators, as creative pedagogues, can be more explicitly connected to the growth of creative economies. This might include such industries as the visual arts, design, film, photography, computer games, electronic/book publishing, music, etc. (Florida & Spencer, 2015; Government of Ontario, 2014; Howkins, 2001). Creative and artistic individuals contribute significantly to local and regional economies in unique ways. We are seeking to understand how teachers and students might contribute to the creation of vibrant and flourishing communities, and how they are capable of engaging meaningfully with creativity and creative practices (Gouzouasis, 2011; 2013; Wiebe & Caseley Smith, 2017). How might developing an ethos to position teachers within society as creative pedagogues establish more identifiable pathways for teacher and student contributions to creative economies? Canada's economic future lies in developing human creativity, and that means investing in teachers and students.

The major challenges of our era (such as climate change, conflict, public health, disease, poverty, and so on) demand creative solutions that will come from students who are creative thinkers and who have been educated to address socio-cultural-political issues, which will involve engaging in complex interpersonal relationships within diverse groups of people. Possible questions for consideration:

  • Who/what is a creative pedagogue?
  • How might teachers publicly position themselves as artists and creative contributors within and beyond school contexts (Carter, 2014; Greene, 1995; Norris, 2011)?  
  • What kinds of synergistic relationships exist amongst creativity and inquiry? 
  • How might we understand creative pedagogies and learning processes as socially and economically viable cultural content? 
  • What new pathways of learning can be imagined for creative economies? What are the problems, dangers or limitations of linking education to development for creative economies?  
  • How might teachers reconceptualize their roles, their sense of agency, and social value within and beyond school settings (Wiebe, 2016)?
  • How can creative pedagogies develop through the multiple interconnections among (a) artmaking, (b) research and (c) design thinking?

Papers, which can include but are not limited to multi-modal, arts based and traditional submissions, to be published in this special issue will address the content, context, and support that teachers need to refocus their curricula and practices to maximize student learning and engagement. The guest editors are seeking to understand ways teachers might be valued as social and economic innovators, a timely and necessary re-imagining of the teaching profession that will fuel far-reaching and long-lasting societal growth and development. 

Pilot: Artistic and Creative Inquiries (ACI)

In addition to the submission of traditional peer reviewed articles and Notes from the Field, this special issue is also a part of a MJE pilot that encourages the submissions of editor-reviewed multi-modal forms of representation(s) of various arts based research on this topic. These offerings will be placed alongside journal articles in a section entitled: Artistic and Creative Inquiries (ACI). The section will offer scholars the opportunity to share their educational research and its processes in shorter pieces (3000 words), of an innovative and engaging format. Through songs, digital images, recorded videos of dance performances and plays (for example), ACI offers a means of expanding the form and function of arts based and creative research. We seek to provide a place and space where researchers can include exemplars of art-work that responds to the questions in this call. Submissions should be accompanied by a 120-word description of the art work and how it connects to research in the field of education and links to the questions and themes of this special issue. 

Keywords: Creativity, design thinking, teacher education, creative economy, arts education

New Deadline (Articles, Notes from the Field and Artistic and Creative Inquiries Submissions) : November 1, 2019

Guest-Editors' Biographies

MINDY R. CARTER, PhD is an Associate Professor in the Department of Integrated Studies in Education at McGill University (Montreal, QC Canada). Her areas of interest include teacher identity, teacher education, drama and theatre education, outdoor education, arts based educational research and curriculum theory.  Selected publications include The Teacher Monologues: Exploring the Identities and Experiences of Artist Teachers (2014); Drama, Theatre and Performance Education: Classroom and Community Contexts (2015, coedited with M. Predergast & G. Belliveau); and Arts Education and Curriculum Studies: The Contributions of Rita L. Irwin (2017, coedited with V. Triggs). Recently, Carter received FRQSC funding (2015-2018) and SSHRC IDG funding (2017-2020) as a PI for her research integrating Indigenous content into her drama education class with pre-service teachers. She is also a Co-Applicant on SSHRC funded Partnership (2016-2023), and Insight Grants (2016-2020).  

SEAN WIEBE lives in Charlottetown and is an associate professor of education at the University of Prince Edward Island. His research interests include curriculum studies, narrative research, poetic inquiry, and a/r/tography. For the last four years he has been the principal investigator for the Digital Economy Research Team, investigating connections between new literacies and the digital economy. Recent publications appear in the Canadian Journal of Education and Language and Literacies Education

PATRICK HOWARD lives in Sydney, Nova Scotia, and is an associate professor at Cape Breton University. His research and writing have been dedicated to exploring how our defining human abilities, creativity, language and imagination, as products of nature, are mediums by which we may grow in our relationships with the living places we inhabit.  A common theme of his work how teaching and learning can deepen the human-nonhuman interrelationship to provide a vital, dynamic vision of education based on life values. His research has been published widely in national and international journals. Dr. Howard is a founding member of the Environmental and Sustainability Education in Teacher Education Standing Committee of the Canadian Network of Environmental Education and Communication (EECOM). He is also an associate editor of the open source journal Phenomenology & Practice. 


Altass, P., & Wiebe, S. (2017). Reimagining education systems and policy in the digital era. Journal of the Canadian Association for Curriculum Studies, 15(2), 48-63.

Carter, M. (2014). The teacher monologues: Exploring the experiences and identities of artist-teachers. Rotterdam, The Netherlands: Sense.

Carter, M., Belliveau, G., Irwin, R. L., & Beare, D. (2011). A/r/tography as pedagogy: A promise without guarantee. Canadian Review of Art Education, 38, 17-32.

Florida, R. & Spencer, G. (2015). Canada’s urban competitive agenda: Completing the transition from a resource to a knowledge economy. Martin Prosperity Institute: Rotman School of Business. Retrieved from Competitiveness-Agenda.pdf

Gouzouasis, P. (2011). Pedagogy in a new tonality: Teacher inquiries on creative tactics, strategies, graphics organizers and visual journals in the K-12 classroom. Rotterdam, The Netherlands: Sense.

Gouzouasis, P. (2013). The metaphor of tonality in artography. UNESCO Observatory Multi- Disciplinary Journal in the Arts, 3(2) 1-18. 

Government of Ontario. (n.d). Ministry of Tourism, Culture and Sport. Creative cluster: growing faster than the rest of the economy [web document]. Retrieved from

Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco, CA: Jossey-Bass.

Howard, P., Becker, C., Wiebe, S., Carter, M., Gouzouasis, P., McClarnon, … Shuman, L. (2018). Creativity and pedagogical innovation: Exploring teachers' experiences of risk-taking. Journal of Curriculum Studies, 50(6), 850-864. doi: 10.1080/00220272.2018.1479451

Howkins, J. (2001). The creative economy: How people make money from ideas. London, United Kingdom: Allen Lane. 

Norris, J. (2011). Towards the use of the “Great Wheel” as a model in determining the quality and merit of arts-based projects (research and instruction). International Journal of Education & the Arts, 12(1.7), 1-24. Retrieved from

Wiebe, S., & Caseley Smith, C. (2017). A/r/tography and teacher education in the 21st century. McGill Journal of Education, 51(3), 1163-1178.

Wiebe, S. (2016). Teacher as silenced superhero. Learning Landscapes, 9(2), 535-550.