Creative insubordination and pedagogical innovation: Reflections on teaching, teacher education and research
This call for papers aims to bring together and give visibility to scientific research and reflective practices that explore the relationship between creative insubordination and pedagogical innovation across diverse educational contexts. As educational systems face increasingly complex social, cultural and technological challenges, there is a growing need to promote more human-centred, collaborative, inclusive and transformative approaches to teaching, learning and research.
Creative insubordination has emerged as a field of inquiry concerned with ethically grounded actions that challenge established norms, regulations or practices when these may hinder the well-being, inclusion and educational success of learners. Over the last decades, this concept has been explored in relation to school leadership, teacher agency, social justice, critical consciousness and professional autonomy, highlighting the role of educators and researchers as agents of change within educational communities.
Contributions to this thematic issue are expected to stem from research projects, professional practice, teacher education programmes and innovative educational initiatives. The journal particularly welcomes studies that examine how creative insubordination contributes to the construction of more responsive educational environments, capable of addressing contemporary challenges while fostering equity, participation and meaningful learning experiences.
Submissions may address, but are not limited to, the following topics:
- Creative insubordination in educational leadership and management;
- Teacher education and professional development;
- Pedagogical innovation and curriculum transformation;
- Critical consciousness, inclusion and diversity;
- Educational psychology and learner well-being;
- Mathematics education and interdisciplinary connections;
- Public policies in education;
- Research methodologies and innovative approaches to knowledge production;
- Professional agency, autonomy and social justice in education.
Guided by ongoing studies developed within the Grupo de Estudos e Pesquisas em Insubordinação Criativa (GEPIC), this thematic issue seeks to foster dialogue among researchers, teacher educators and practitioners from different geographical regions and institutional contexts, while welcoming contributions from a wide range of educational perspectives and disciplines.
The call is inspired by a set of reflection-provoking questions:
- How can the knowledge produced within our own epistemological frameworks establish productive and collaborative dialogues with other forms of knowledge?
- What connects our educational practices and understandings across different countries and contexts?
- Where can we identify examples of creative insubordination, and how might these actions contribute to educational transformation?
- In what ways have teachers and researchers experienced professional transformation, and how has this affected their practices?
- What motivates the implementation of innovative practices and creative insubordination in promoting inclusion and educational success?
This thematic issue seeks not only to disseminate research findings and innovative practices, but also to strengthen international dialogue around the role of creative insubordination in fostering educational change, professional growth and pedagogical innovation.
Guest EditorsCeli Lopes (Federal University of Minas Gerais, Brazil)
Daniela Gonçalves (Higher School of Education of Paula Frassinetti, CIPAF & CIDTFF, Portugal)
Daniella Assemany (Federal University of Rio de Janeiro, Brazil & CIDTFF, Portugal)
Gabriela Brião (State University of Rio de Janeiro, Brazil)
Javier García-García (Autonomous University of Guerrero, Mexico)
