A systematic review approach to the understanding of intercreativity as an educational resource

ABSTRACT

Intercreativity is a phenomenon with significant social, cultural and educational implications in the postdigital era. Its meaning refers to the fact of solving problems and making a collective production. However –in a historical and philosophical context that has led to the rise and importance of knowledge production– intercreativity is a phenomenon insufficiently analysed. Searching a variety of interdisciplinary databases, this paper summarises a systematic review conducted among 49 scientific publications that mentioned the term intercreativity and associated it to other theoretical concepts. The period of time covered was 2002–2021 and peer-review papers in Spanish and English languages were collected following the PRISMA checklist and flow diagram. The results suggest that applying intercreative strategies in education is crucial in a social context where participation and communication are essential and in which education moves to digital spaces that are by nature open and cooperative. Not restricted only to digital environments, the nature of these spaces tends to support the intercreative practices as well as the values derived from it. Intercreativity in education entails an intersubjective production of knowledge, collaborative strategies and the development of critical pedagogies that position digital education as a vehicle for social transformation towards solidarity and community.

KEYWORDS:

• Education
• intercreativity
• interdependence
• postdigital
• systematic review

Acknowledgements

The authors of this manuscript would like to express their deep gratitude and to acknowledge the help provided by Petar Jandrić, Professor and Director of BSc (Informatics) programme at the University of Applied Sciences in Zagreb (Croatia).

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Ministry of Science, Innovation and Universities, Spain under Grant number HAR2017-82825-P.

Notes on contributors

Julia Mañero

Julia Mañero holds a PhD in Education (University of Seville, 2020) and was graduated with a Bachelor of Marketing and a Master’s Degree in Education. She has collaborated as a teacher in Massive Open Online Courses and in the Master of Network Communication and Education at The National Distance Education University (UNED). She is a member of the Communiars collective and Associate Editor of Communiars Journal. Her current research interests include art education and digital education from a critical and social perspective. Her academic interests also include cooperation projects, having been part of projects and research in India and Greece. She is also an active member of the community of practice Critical Pedagogies and Arts Education of University of Seville. TW: @juliamancon

Carlos Escaño

Carlos Escaño is an associate professor at the University of Seville (Spain). He completed a PhD in Fine Arts (University of Seville, 1999) and a PhD in Education and Communication in Digital Environments (The National University of Distance Education, 2017). His principal teaching and research interests are in arts education at the intersection of the arts and audiovisual and digital culture under a critical pedagogical approach and oriented towards social transformation. He is director of the Research Group Education and Audiovisual Culture (HUM401), coordinator of international cooperation projects developed in India and Greece, co-founder of the Communiars group and Editor in Chief of Communiars Journal. TW: @carescano