CfP PRISM Vol.3/1: Our Creative Selves

Our Creative Self: understanding perceptions of creativity in learning and teaching  

Guest Editorial team: Anna Clare Hunter (UCLan), Emma Gillaspy (UCLan), Neil Withnell (The University of Salford), and Chrissi Nerantzi (Manchester Metropolitan University)

This Themed Issue  is predicated upon the notion that all educators carry the potential to embed creative approaches into higher education, and that effective teaching and learning necessarily draws on creativity and imagination in a variety of forms.

The purpose of this special edition is to showcase the unique journeys that have led the contributors to embrace and discover their creative identities, in order to improve the lived experience of higher education for both learner and facilitator. Through a series of reflective accounts, original research articles and position papers, presented in a variety of formats, the special edition will challenge the notion that creativity is a niche practice that belongs only to those who define themselves as ‘creative’. Through exploring your perceptions and experiences of creativity, we hope to provide insights into how creative approaches are developed and disrupt barriers to the creative process.

We encourage you to analyse and reflect on your creative practices, to illustrate your unique path to becoming a congruent educator. Your stories and journeys will equip the reader with the necessary tools to develop congruence between their personal and professional selves, in order to foster critical awareness, curiosity and confidence in themselves and their learners.

Creativity is power for life. In embracing their own creative identity, educators generate a learning environment which cultivates creativity, complex problem solving and critical thinking, thereby nurturing learners that can thrive in the supercomplex modern world (WEForum). This Themed Issue  therefore encourages joint contributions which explore the experiences of both learner and educator in finding and harnessing their creativity.

We welcome contributions based on individual practice and experience as well as theoretical perspectives on creativity in education. We particularly welcome creative contributions that may include (but are not restricted to) images, photography, poetry or stories.

Your submission could include, but is not limited to the following approaches:

  • Creative approaches across disciplines and curricula
  • Case studies of creative practices in teaching, learning and assessment
  • Examples of student voice and student participation in creative teaching and learning strategies
  • Reflection and reflexivity in relation to creative higher education
  • Creativity as a tool for personal and professional development – as teachers or as learners
  • Liberating the creative self

Submissions should adhere to the PRISM author guidelines, available here:

The deadline for full submissions is 3rd February 2020.


World Economic Forum, 2018. The Future of Jobs Report, available at:

Call for Reviewers

If you are fascinated by creative approaches to teaching and learning and would like to contribute to this special edition from behind-the-scenes, we would be delighted to hear from you. We are currently searching for reviewers to help us to provide contributors with helpful, supportive and constructive feedback on their submissions, and to help the editorial team to decide on the final structure of the journal. Reviewers will need to be able to commit to completing their reviews between 5th February 2020 and 29th March 2020. If you would like to be considered to be a reviewer for this special edition, please contact the Prism Editorial Team, Dave Allan or Craig Hammond by 10th December 2019.

A pdf version of the Call for Papers PRISM Vol.3/1 'Our Creative Self'