RREReview of Research in Education0091-732X1935-1038SAGE PublicationsSage CA: Los Angeles, CA10.3102/0091732X22108432310.3102_0091732X221084323Chapter 6Transdisciplinarity: Re-Visioning How Sciences and Arts Together Can Enact Democratizing Creative Educational ExperiencesBurnardPamelaFaculty of Education, University of CambridgeColucci-GrayLauraMoray House School of Education and Sport, University of EdinburghCookeCarolynThe Open UniversityLaura.Colucci-Gray@ed.ac.uk1442022461166197© 2022 The Author(s)2022American Educational Research Associationhttps://creativecommons.org/licenses/by-nc/4.0/This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

The movement from STEM to STEAM, with its emphasis on real-world applications, promises to meet the changing needs of a globally connected world. However, the potential of transdisciplinarity to inspire and deepen our understanding of who we are and how we make sense of a world in turmoil remains undertheorized. This article makes a case for repositioning STEAM education as democratized enactments of transdisciplinary education, where arts and sciences are not separate or even separable endeavors. Drawing upon posthumanist theorizing, three projects will exemplify transdisciplinarity across music, mathematics, and science education. Transgressing and transcending disciplinary boundaries, and attending to both human and nonhuman perspectives, we invite a rethink of the work of schools, going beyond democratizing creativity to fully enact posthumanist transdisciplinarity.

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