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Creativity forms a part of educational curriculum and is an important element of education research. Clearly, creativity research of the past has made a great impact in the ways in which creativity has been integrated within education and educational practice. Yet how creativity has been studied and how the methodologies of these studies shape produced knowledge and impact educational practice are still rather limited and limiting. This chapter calls for methodological experimentation, various forms of performativity, and creativity in the context of research utilizing speculative wonderings. We situate our arguments in different trends in creativity research and discuss more methodologically diverse, speculative, and creative futures.

Practicing entrepreneurship is important for entrepreneurial learning in institutionalized education. However, research is attentive to how this challenges conventional learning arrangements and requires teachers and students to change familiar ways of relating and participating. In this study, we investigate the landscape of participation in a case of experiential entrepreneurship education for non-business postgraduate students. Employing Lave and Wenger’s (1991) notion of legitimate peripheral participation in communities of practice, we show how students are initiated into entrepreneurship education practice through three modes of participation: compliance, autonomy and authenticity. Even though these participatory modes make sense one by one, their accumulation created tension. Hereby, we illustrate the complex organization of entrepreneurship education as situated social practices. We theorize by employing a practice theory perspective to explore why tensions may be inherent to widely recognized ideals of best practice in experiential entrepreneurship education. This is in contrast to individual learner oriented explanations.

This article develops a conceptual framework of the dynamics of trust between parents and professionals in early childhood education and care. In contemporary Western society, the heightened risk awareness with respect to early childhood has led to an increased focus on the collaboration between home and daycare. Mutual trust is a core aspect of this collaboration, resulting in a trust imperative. Drawing on Knud Eilar Løgstrup, Noomi Matthiesen, Paula Cavada-Hrepich, and Lene Tanggaard arguehere that trust is a spontaneous, relational phenomenon rooted in practice and emerging in a normatively structured order. They develop a conceptual framework of trust that has two dimensions: a basic dimension and a competence dimension. The basic dimension is connected to the willingness of the other to do what is good and right according to the normative order, while the competence dimensionhas to do with the ability to do so. The authors contend that, while trust is a spontaneous and sovereign phenomenon outside of individuals’ control, parents and professionals in daycare perform in ways that are recognized as more or less trust-worthy. They also perform in ways that signal they are trust-ful. However, these conscious performances can paradoxically reduce the possibility of spontaneous trust.

This paper highlights a methodological vagueness within the existing qualitative research interview literature related to reflecting where interviews takes place. The aim is to interrogate how the use of the concept of emplaced participation can account for the multisensory constitution of place within interviews as well as how the place can provide an opportunity to generate knowledge about participants’ everyday practices. Casey’s understanding of place as a gathering and Pink’s perspectives on emplaced participation provide a sensitive epistemological approach that can be applied by researchers outside the field of ethnography. Based on empirical ethnographic material from fieldwork in Denmark, this paper makes a novel contribution to how researchers can use sensory and emplaced experience before and during an interview. We argue that, if we cease taking emplaced dimensions for granted, new methodological techniques can be developed, which, in turn, can lead to new types of knowledge of practice.

Arbejdsmiljøforskningen har fastslået, at indflydelse i arbejdet er en af de vigtigste faktorer for trivsel og oplevelsen af at kunne løse opgaverne. Men nye styringsformer og –rationaler inden for New Public Management kan binde og begrænse medarbejdernes indfl ydelse på nye måder. Med afsæt i etnografi sk feltstudie og 41 semistrukturerede interviews viser vi i denne artikel, hvordan ansatte i psykiatrien oplever, at behandlingspakker og Sundhedsplatformen standardiserer opgaveløsningen i en grad, så de oplever ikke at have tilstrækkelig indfl ydelse til at løse arbejdsopgaverne med afsæt i deres professionelle dømmekraft. Analyserne viser, at de ansatte finder veje til at øge indflydelsen i det skjulte gennem skyggearbejde og workarounds. Men den øgede indflydelse kommer med en pris i form af merarbejde, utilstrækkelighedsfølelse og frygt for afsløring. Vi viser, at de ansatte befi nder sig i en vanskelig situation, hvor de erfarer, at der ikke er lydhørhed over for deres kritik. De kan derfor vælge mellem at handle i modstrid med deres professionelle dømmekraft eller øge arbejdsintensiveringen i det skjulte.

Education plays a vital role in making children feel they are part of life in their society and culture. However, what is the supposed role of education in creating this sense of agency and what kinds of implications might this have for multicultural education? This paper shows how a sense of agency and social responsibility are central aspects of creativity. The paper draws on a distinction between functional and value-based education for creativity and, on this basis, it is suggested that a new, updated paradigm of creativity and innovation will teach students to think in terms of ‘we’ and togetherness as the central axis around which the novel idea are generated. It will teach students that creativity is often dependent on the support from others and it therefore strives for a broad and inclusive idea of education in line with recent attempts to see multicultural education as a vehicle for cultivating humanity in a global age.

We see a rising wave of academic activism in, for example student protest movements against discrimination of gender, race, and ethnicity and strikes in universities in various global settings against precarity and loss of social security. This is also evident in heated discussions about what we are allowed to say, think, and research at universities – and even what topics, authors, and methods to include into the higher education curriculum.On the one hand, we are encouraged to, finally, hear academics speak up and put the foot down – after 30 years of increasing neoliberal management of universities, it would seem that enough is enough. Academic activism is a phenomenon that is spreading across the globe joining in with social movements that concern social justice, mobility, equity and climate change. While some of these forms of activism may be seen as communal and collaborative and could be understood to be positive this is not always the case. At times, much of the activism we see is emotionally charged, even angry, and, sometimes, violent. Furthermore, in higher education there is not always a communal activism, as students and teachers turn on each other, sometimes concerning the very policy measures they react against. When activism of this sort occurs it, in some ways, seems to further the fragmentation of academic communities by eroding the mutual trust, loyalty, and solidarity the university was originally based on. Also, it seems to break the social contract with surrounding society that universities and their members should be critical, reasonable, and ethical in their actions and agency. It appears that there are many aspects of activism at work. From research into agency, we draw on Priestley, Biesta and Robinson (2015) whose work on teacher agency, which is academic work, conceptualizes the agentic individual in an ecological landscape. The structure versus agency debate (see for example Archer, Giddens, Bhaskar) is applied to a construction of agency that is developed through the work of Emirbayer and Mische (1998) to place the individual in not only the structural, cultural and relational, but also the temporal. The individual will always act to achieve potential (future) desires based on values and beliefs that they carry with them implicitly. This ‘past’ is played out in the present tense to achieve future goals. In the present, the organizational and cultural structures provide frameworks that enhance or hinder the individual and which must be carefully negotiated. However, it is through the relational aspects of for example, collaboration and reflection that a dialogical framing is provided for the negotiation and through which the individual is able to achieve the aims they are working towards or not. Individual agency is negotiated and achieved in social collaborative and dialogical conditions that may or may not be in tension with the individual’s goals. While Priestley, Biesta, and Robinson’s (2015) work on agency looks at individual agency it is the ecological aspects that frame this kind of activism in the communal and social. From the research into ethics, we draw from the understanding of ethical duty and solidarity in the work of the Danish philosopher K. E. Løgstrup (1993; 1997), and the work of Emmanuel Levinas (2003) on responsibility, fraternity, and love. In Løgstrup’s (1993) concept of solidarity we find the distinction between the forms of community that work against life (exploiting and parasitic communities) and communities that work in the service of life (life-enhancing and oriented towards the common good). Løgstrup’s distinction mirrors Levinas’ (2003) separation between communities forming a totalitarity (facelessly closing around themselves and excluding others) and communities forming a fraternity (brotherhood/sisterhood) (a responsiveness towards the Other). With Løgstrup and Levinas, we argue that academic activism today is political but rarely ethical. Ethical activism would mean to fight for the other’s cause, and not my own, and to champion the groups who struggle to gain a voice rather than privileged academic institutions, units, and groups.From the research into creativity, we draw from Tanggaard (2014) underlining how many educators understand creativity as something positive. Beghetto and Kaufmann (2014) argue that research often focuses on teachers’ role in supporting and nurturing classroom or student creativity, but they do not specifically address the agency of Faculty and their relation to their own creativity. A question is therefore how Faculty may play a significant role in the experienced freedom to improvise, to use professional reflection and judgement to make room for creativity in the attempt to take on responsibility and engage in academic activism. The underlying thesis is that agency, meaning the active response to problematic situations and the possibility for making decisions, plays an important role in contributing to ensuring and developing an active and creative teaching and study environment. In this paper, the guiding assumption is that Faculty in a more general sense have a major effect on higher educational institutions and their possibilities to act creatively; e.g. to do something new and to make the most of what is there already. This would mean pursuing an agenda that is agentic while peaceful, communal while ethical, and critical while creative. We draw from different literatures in order to inform and qualify this conceptualisation of academic activism.

Coronakrisen har været udfordrende for os. Selv om mennesket har oplevet usædvanlige tider og krisetider før, så viser historien, at vi har svært ved at lære af det, vi gennemlever. Eller også glemmer vi det i det mindste til næste gang. Og den dårlige nyhed er, at kriser som corona vil ramme os igen.

This chapter starts with a contextualization of the Danish education system at large. Afterwards, a recent observation will be discussed: Lately, increasing attention has been paid to the well-being of Danish high school students. National data suggest that 39% of students feel stressed every week and that 20% report stress symptoms every day. In this chapter, the rising stress symptoms among high school students and the related wellbeing discourse are analyzed. The chapter will specifically look at a meditation-based initiative that has been launched in Denmark to reduce stress symptoms among high school students. The chapter discusses whether such meditation-based initiatives are needed steps in battling stress among young students or if these initiatives represent a ‘therapeutization’ and individualization of wider structural and educational problems. It also reflects on the general wellbeing discourse as it highlights implicit normative dimensions that might be problematic when it comes to schooling and education.

This article develops the contours of a new Five A-model for assessment practices in vocational education. The model develops a combination of the Five A-model taken from creativity research with empirical studies of vocational education. The rationale is to create a basis for description, analysis and development of assessment in vocational education. The Five A-model presents a heuristic method used to describe and reflect on basic assessment practices in vocational education studying the simultaneously related and dynamically interacting role of respectively actors, action, audiences, artefacts and affordances for assessment. On this basis, the article asks not only how research on assessment developed vital distinctions between summative and formative assessment, but also how the idea of formative assessment can be a vehicle to further development of artefacts supporting boundary crossing between schools and learning in the workplace, and furthermore, how apprentices can take responsibility for their own assessment actions. Assessment practices are never neutral, but they contribute in themselves to the valorisation of particular practices, which is why researchers and practitioners in the field must continuously ask critical questions related to the consequences of assessment.

The purpose of this article is to contribute to the further advancement of a theoretical understanding of how emergence theory informs the study of creativity as a socio-material practice. Initially, the socio-material standpoint is presented, followed by an introduction to our theorizing on emergence in creative processes. We exemplify and discuss how various creative subject–object relations at Roskilde Festival, a Danish music and arts event, become meaningful in a process of emergence involving various levels of creative contribution, ranging from paying and volunteering participants, through the professional organization, to the headlining artists. We thereby illustrate how ‘Roskilde Festival’ is ritually re-created and saturated with cultural, symbolic meaning – how Roskilde Festival serves as a ‘macro-structure’ motivating and justifying creative behaviour at the lower levels of the emergent phenomenon. The article ends with a general appraisal of the theoretical perspectives presented, discussing the value of increased analytical attention to emergent phenomena in addition to their individual contributions.

1. Research topic/aim: The aim of this presentation is to contribute to the understanding of the relational nature and dynamics of trust in the relationship between parents and the child care institutions. During the last decade across the globe there has been a progressive focus on parental involvement in the early childhood education and care (ECEC) as a means of promoting learning, development and wellbeing of children (Ma, Shen, Krenn, Hu & Yuan, 2016). Whilst trust has been identified as the foundational element of parent-teacher collaboration in schools, only few studies have considered it in early education. Although Denmark has a long tradition of close collaboration with parents in ECEC, trust has been a taken for granted aspect. 2. Theoretical framework: Based on a sociocultural understanding of human learning and development which emphasize on the interdependence of individuals and their environment, we are particularly inspired in the work of Marková and Gillespie (2008), and the philosophical ideas of Løgstrup (1997) and Baier (1986) about trust in the exploration of the interactional dimension of collaboration. 3. Methodological design: From an interpretive paradigm, a qualitative study was carried out, where 64 parents, 32 pedagogues and 8 childminders and 8 childcare center leaders from Jutland in Denmark, were interviewed. All participants were informed of the objectives of the research, expectations of participations in terms of time and content, and their rights of anonymity and withdrawal. 4. Expected conclusions/findings: Identifying an interrelated macro, meso and micro level of analysis, it is shown how the parents and pedagogues establish an mutual trust that is initially based on the already existing societal values of trust attributed to the institutions. This initial mutual trust can be “thick” or “thin” depending on how shared are their systems of meanings about their competencies and willingness for caring about the child. Trust is argued to be a double performative aspect where both parts have to show that are trustworthy and that trust the other. On this basis, knowledge, acknowledgement, openness, honesty, kindness and benevolence are identified to play a role in the dynamics of the emergence, sustainability, re-establishment and ending of trust. We argue that a qualitative and cultural sensitive approach to the analysis of trust, enables the improvement of work and collaboration in the childcare centers. 5. Relevance to Nordic educational research: In times where the new public management, accountability and standardized assessment are progressively incorporated in the everyday practices of the nordic ECEC institutions, the relations between parents and the practitioners are also being re-defined. Unrevealing the overseeing trust in this relation opens possibilities for maintaining and establishing authentic parental participation.

The passion for learning and teaching, the pleasure of being lost in a compelling story, the awe and excitement of participating in great drama or producing original art, the engrossing study of pond life and engaging with the wonders of nature, the time to be consoled over a lost friendship– all these things that make classrooms wondrous and stay with children for the rest of their lives have been superseded in many places by the push for higher test scores, the obsession with numerical achievement data, and the narrow concentration on bulldozing through the basics at the price of everything else. (Hargreaves and Fullan, Professional kapital – en forandring af undervisningen pa alle skoler [Professional capital – a change of teaching in all schools]. Frederikshavn: Dafolo Forlag, 2016, p. 35).

The purpose of the present article is to contribute to the development of a socio-material, situated conceptualization of creativity, in exploring music making as it becomes meaningful in performative emergence processes of the digital age. It uses the creative practices of musicians to analyse and discuss the qualities of ‘digital materials’ in a creative setting, today very often playing a critical role in the production and performance of music. Methodologically, the analysis is based on interviews with professional musicians performing at Roskilde Festival and observations inspired by the autoethnographic approach. The study concludes that creative musical emergence in performance situations of the digital age depends on an openness towards a fragility, imperilling the situation and ‘cracking’ the digital materiality.

Purpose – The purpose of this paper is to contribute to the discussion about the complexity and heterogeneity of entrepreneurship education. In order to achieve this objective, this paper combines educational psychology with perspectives from entrepreneurship education research to make explicit educators tacit assumptions in order to understand how these assumptions guide teaching. Design/methodology/approach – Using ethnographic analysis, the paper reports data from the continuous development and implementation of a single course over a period of ten years bringing in the educator’s and the students perspectives on their achievements and course content. Findings – The authors find that it is sometimes advantageous to invoke and combine different learning theories and approaches in order to promote entrepreneurial awareness and mindset. It is also necessary to move away from entrepreneurship education as being teacher led to being more student-centred and focused on experiential and existential lifelong learning practices. Practical implications – Practically, the authors make suggestions for the design and delivery of a course that demonstrates how four diverse learning theories can be combined to consolidate entrepreneurial learning in students invoking experiential and curiosity-based learning strategies. Originality/value – There are very few examples of concrete course designs that have been researched longitudinally in-depth using ethnographic methods. Moreover, most courses focus on the post-foundation period, whereas this paper presents a course that is a primer to the entrepreneurial process and exclusively centred on the pre-foundation phase. Rather than building on a single perspective, it combines a range of theories and approaches to create interplay and progression.

When veterinary students face their first live animal surgeries, their level of anxiety is generally high and this can affect their ability to recall the procedure they are about to undertake. Multimodal teaching methods have previously been shown to enhance learning and facilitate recall; however, student preferences for recollection methods when translating theory into practice have not been documented. The aim of this study was to investigate veterinary students' experience with recollection of a surgical procedure they were about to perform after using multiple methods for preparation. From a group of 171 veterinary students enrolled in a basic surgery course, 26 students were randomly selected to participate in semi-structured interviews. Results showed that 58% of the students used a visual, dynamic method of recollection, mentally visualizing the video they had watched as part of their multimodal preparation. A mental recipe was used by 15%, whereas 12% mentally visualized their own notes. The study provides new information regarding veterinary students' methods of recollection of surgical procedures and indicates that in Danish veterinary students, a visual dynamic method is the most commonly used. This is relevant information in the current educational situation, which uses an array of educational tools, and it stresses the importance of supporting the traditional surgical teaching methods with high-quality instructional videos.

This chapter develops the idea of a creative peer-to-peer methodology seen as an example of social creativity. It presents examples of co-creation of new practices regarding doctoral training and supervision. This creative methodology is meant to inspire new collaborative practices in doctoral training. Doctoral training is often based on very traditional formats of supervision with professors controlling the content and guiding the process in a more or less hierarchical format. With our creative peer-to-peer methodology, we challenge this framework to allow for a more dynamic idea of supervisory relations to develop with higher potential for learning on both sides.

Humans have awkward ways of relating with the world in comparison to other species. Instead of just representing the objects we encounter, while looking for the satisfaction of our needs, and responding to their entreaties accordingly, we anticipate, invent, and pre-adapt to these encounters, through culturally suggested imaginative, narrative, and creative processes that lead to the production of meaningful actions and artifacts. Far from being merely intra-psychological, these processes are socioculturally embedded in everyday contexts of activity, following dialogical imaginative, narrative, and creative logics that are not antithetical to rationality. In this contribution, the authors will try to develop a theoretically integrated view of future-goal-oriented higher mental functions, claiming for the primacy of production and anticipation over reproduction and representation as distinctive features of the human mind. This view also sets crucial methodological challenges that will be discussed, providing suggestions to study the processes through complex products of human activity.