Bright Start: Foundation for Maternal and Child Health

The first Five Years of life lay the foundation for the future success of all children. We work collaboratively with all who share our passion to deploy actionable strategies to optimize children’s physical, cognitive, social, and emotional development in all settings where young children spend their time.

Arts & Creativities Research Group, University of Cambridge

Arts and creativities is an inter- and transdisciplinary research community whose members bring vital visions to today’s debates about what uniquely constitutes the role of the arts and their different forms of engagement and authorships (creativities) within society, education, work and the natural world.

Our members are engaged in refiguring arts-based, digital and visual research methods and affective methodologies and pedagogies, while others put to work posthumanism, queer theory, sociological and cultural theories, using diffractive and performance-based approaches to advance creativities research. This is undertaken in a variety of settings and contexts, including every level of education, industry, youth arts and humanities, cultural and diverse communities.

The group is led by Pamela Burnard (Professor of Arts, Creativities and Educations) and Tyler Denmead (Lecturer in Arts, Creativity and Education and manager of the ACE Masters program), with assistance from a doctoral community comprising 30 students.

The Group’s present research strands are:

  • Art, Artists and Pedagogies
  • Criticality and Arts Education
  • Cultural research and (re-)production in art education
  • Intercultural arts research
  • Diverse Creativities Research
  • Drama and Applied Theatre
  • Decolonising the music and arts curricula
  • Queering the art classroom
  • Design and Technology Education
    Urban arts,
  • Urban musics
  • Posthuman Trandisciplinary Pedagogies
  • Arts-based methods for developing teaching practices STEAM
  • The restorative force of creativities in children’s literature

Decolonising Childhood Discourses, South Africa

This project seeks to bring together national and international experts from the arts, humanities, social and natural sciences, to investigate how a new theoretical framework – one that is grounded in critical posthumanism, the affective turn and socially just pedagogies can explain this injustice and inform decolonising postdevelopmental theories and practices in higher education. What will be examined in particular is how critical posthumanism could contribute towards a reconfiguration of childhood in the design and content of postcolonial curricula and research projects. It includes some internationally acclaimed experts and philosophers and early career emerging researchers, incl Karen Barad and Rosi Braidotti. More than 30 team members interact, share and disseminate ideas with each other and more broadly, through colloquia and writing workshops as well as social media and synchronous virtual meeting spaces.