Our global community is at a pivotal juncture caught between a future of environmental and social instability on the one hand, and one of technological and technocratic determinism on the other. This requires us to rethink how we understand, articulate and action education. The movement from STEM to STEAM across education policy and practice highlights the intra-action between the sciences and the arts and the potential of transdisciplinary creativities and pedagogies to excite, inspire and deepen our understanding of who we are in and of the world and how we make sense of our world. But the benefits of STEAM education remain undertheorised and inequitably distributed, for STEAM education remains a complex and highly contested construct. In this talk I will provide a case for repositioning STEAM education as democratised enactments of education, where arts and sciences are not separate or even separable endeavours. I will draw upon the critical knowledges and creativities of scientists, artists and educators, working in industry and education, as evidence utilising both the human and non-human, to illuminate practices, doings and actions as enactments for re-visioning posthumanist transdisciplinary creativities and pedagogies.
The University of Georgia
The Mary Frances Early College of Education
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