Skip to content Skip to navigation
University of Warwick
  • Study
  • |
  • Research
  • |
  • Business
  • |
  • Alumni
  • |
  • News
  • |
  • About

University of Warwick
Publications service & WRAP

Highlight your research

  • WRAP
    • Home
    • Search WRAP
    • Browse by Warwick Author
    • Browse WRAP by Year
    • Browse WRAP by Subject
    • Browse WRAP by Department
    • Browse WRAP by Funder
    • Browse Theses by Department
  • Publications Service
    • Home
    • Search Publications Service
    • Browse by Warwick Author
    • Browse Publications service by Year
    • Browse Publications service by Subject
    • Browse Publications service by Department
    • Browse Publications service by Funder
  • Help & Advice
University of Warwick

The Library

  • Login
  • Admin

The value of instability : lessons from reviewing how and why creativity and the arts might interact with STEM education

Tools
- Tools
+ Tools

Davies, Richard and Trowsdale, Jo (2017) The value of instability : lessons from reviewing how and why creativity and the arts might interact with STEM education. European Journal of Curriculum Studies, 4 (1). pp. 582-600.

An open access version can be found in:
  • Publisher

Request Changes to record.

Abstract

In late industrial economies, STEM education in schools has significant political support. In recent years interest has been shown in bringing ‘the arts’ into some integration with STEM practices; the ‘STEAM agenda’. A recent review of the STEAM literature and practices in the UK struggled with the difficulty of developing a coherent and meaningful account of the STEAM literature as a whole. This review noted that the majority of the literature was concerned with pedagogy and only to a limited extent with issues underpinning the purposes of education. In this paper we consider, through the lens of curriculum theory and use of a specific case study, three of these underpinning issues: the place of the arts, the rejection of monodisciplinarity and value of new conceptions of science. Whilst making sense of STEAM literature and practice is difficult, we argue that there is a need of a more nuanced analysis of these issues which challenges an easy political accommodation; pays attention both to educational foundations and practice; and promotes the need for critical and ongoing dialogue between STEM practitioners, artist, teachers and educators.

Item Type: Journal Article
Subjects: H Social Sciences > HM Sociology
L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2361 Curriculum
N Fine Arts > NX Arts in general
Q Science > Q Science (General)
Divisions: Faculty of Social Sciences > Centre for Education Studies (2013- )
Journal or Publication Title: European Journal of Curriculum Studies
Publisher: Euro-JCS
Official Date: 31 December 2017
Dates:
DateEvent
31 December 2017Published
11 April 2017Accepted
15 February 2017Submitted
Volume: 4
Number: 1
Page Range: pp. 582-600
Status: Peer Reviewed
Publication Status: Published
Access rights to Published version: Restricted or Subscription Access
Date of first compliant deposit: 12 May 2018
Related URLs:
  • Publisher
Open Access Version:
  • Publisher

Request changes or add full text files to a record

Repository staff actions (login required)

View Item View Item
twitter

Email us: wrap@warwick.ac.uk
Contact Details
About Us