Creative Pedagogy
Creative Pedagogy is our independent, open‑access, double‑blind peer‑reviewed publication. It is dedicated to promoting and sustaining a research‑active culture among practitioners in art and design higher education.
Launched in 2026, Creative Pedagogy is GLAD's publication series for research-active, practice-led scholarship in art, design, media and the wider creative higher education sector.
The series brings together GLAD's post-symposium publications within a single open-access collection. Since 2021, symposium presenters have been invited to develop their work into peer-reviewed publications, creating an evolving archive of contemporary thinking on creative education.
Through Creative Pedagogy, GLAD supports its mission to strengthen teaching and learning across creative higher education by sharing rigorous, practice-informed scholarship that is freely accessible to the sector.
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NEW ISSUE
〰️ NEW ISSUE
Our inaugural issue is now live. Drawing on the 2025 GLAD Symposium at Nottingham School of Art & Design, Where Art School Leads explores the ideas, practices and pedagogies shaping the future of creative higher education.
Bringing together eleven peer-reviewed practitioner contributions, the issue examines six interconnected themes: reconfiguring power and epistemic authority; ethical engagement with technology; embodied and relational pedagogies; sustainability; identity formation; and hybrid, public-facing futures.
Together, these contributions demonstrate how art schools lead through critical inquiry, imagination, material intelligence, ecological responsibility and civic engagement, reflecting the depth, diversity and societal value of creative education today.
Where Art School Leads
Publications
About
Creative Pedagogy is published by the Group for Learning in Art & Design (GLAD). Established in 2026, the series brings together GLAD's post-symposium publications, continuing a publication programme that began in 2021 through special editions of Innovative Practice in Higher Education.
Publication model
Independent, open access, double-blind peer reviewed
Licence
Creative Commons CC BY 4.0
ISSN
2979-1308
Editors
Jess Power (Publication Lead & Editor)
Louise O'Boyle (GLAD Chair & Editor)
Davina Whitnall (Guest Editor)
