The realization of child rights through creativity as democratic pedagogy in education

Child rights have never been as important in an increasingly complex and interdependent world. Teachers and pupils and students are negotiating shifting educational landscapes expected to prepare responsive, creative and innovative global citizens. Increasing attention on creativity in broader societies underpins the importance of engaging children and young people through creative pedagogy. This qualitative study presents findings on primary and post-primary teacher perspectives on creativity as democratic pedagogy to realise child rights. Findings highlight the role of creativity in acknowledging childhood in its own right, co-creating autonomous learners and empowering active citizenship. The co-creative pedagogic encounter engages teacher and pupils and students as creative agents through democratic pedagogy enhancing social-emotional wellbeing. This co-creative pedagogic encounter facilitates teaching and learning through which child rights are put into “edu-action”.