The topic of creativity has only been on the fringes of pedagogy as it has been deemed either abstract or not measurable and therefore non-standardizable for educational purposes. However, most progressive educators from around the world used creativity as a means for cultural reformation and as a means of social justice. The focus of this edited book will be on culture and creativity. Chapters will consider various topics related to creativity such as - Is creativity cultural? How can creativity and culturally relevant pedagogy go together? Given the current state of education all over the world due to the Pandemic, topics related to creativity and teaching remotely will also be featured. Teachers often say one of two things - they are not creative or that they don't have the time to be creative given the curricular, administrative directions they are required to follow. However, each day, teachers find exceptionally creative ways to engage their students. Especially in the current situation of remote learning, teachers are relying on their creativity to not only create impactful lessons but also teach them creative lessons. While the focus of this book will be around the topic of culture and creativity, asking how it may be cultural; it will also cover a wide range of topics related to creativity and pedagogy as noted in the list of topics. Essentially, this book will ask if creativity is cultural, what implications does this have in terms of cultivating or teaching/learning creativity?

This volume conceptualizes and distinguishes storying from narrative and storytelling to establish itself as a method. It theorizes that storying pertains to ones' identity, to the unique positions of who one is, how they came to be, and why they came to be (Raj, 2019). Building upon foundational work from Freire, Greene, and Clandinin & Connelly, this book elucidates storying through a new concept "emotional truth"--a deeply personal and authentic experience that builds a tangible connection from teller to listener. Such an involved conception of Storying could have the potential to anchor storying as research methodology and as valid pedagogical practice. Further, the chapters in this book establish storying as a concept, method, and as pedagogical practice.

In every era, global progressive thinkers have used creativity as a means for cultural reformation and social justice in response to oppressive regimes. For example, theater, cartoons, social art, film, and other forms of representative arts have always been used as critical instigation to create agency or critical commentary on current affairs. In the education sector, teachers in schools often say one of two things: they are not creative or that they don't have the time to be creative given the curricular demands and administrative mandates that they are required to follow. Each day, educators are working to find exceptionally creative ways to engage their students with limited resources and supplies, and this becomes even more of a challenge during turbulent times. Creativity as Progressive Pedagogy: Examinations Into Culture, Performance, and Challenges primarily focuses on pedagogical creativity and culture as related to various aspects of social justice and identity. This book presents experience-based content and showcases the necessity for pedagogical creativity to give students agency and the connections between cultural sensitivity and creativity. Covering topics such as the social capital gap, digital spaces, and underprivileged students, this book is an indispensable resource for educators in both K-12 and higher education, administrators, researchers, faculty, policymakers, leaders in education, pre-service teachers, and academicians.