Call for Papers | Towards a Pedagogy of Creativity in and through Writing | Graphos 1/2026

Given that pedagogy itself is a field of inquiry whose epistemological foundations rest on somewhat unstable ground, around which debates are quite lively, the epistemic integration between this field and a concept as elusive as creativity could, on one hand, lead to easy theoretical disorientation. On the other hand, however, it allows for a creative-innovative effort in the conceptual structuring of a possible pedagogy of creativity, exploring some paradigmatic perspectives (and the various authors who have solidified them). These perspectives have attempted a definition that is never truly “final”, as creativity is a polyhedral, inter-/trans-/eco-disciplinary matter, leaving the door open, in the name of complexity, to multiple and varied interpretations that could prove useful for its educability.

These concepts of creativity, in fact so fluid, can concretely intersect with issues related to writing, both in its graphic-scriptural dimension as a graphic-expressive gesture and in its narrative dimension, in synergy with educational theories and practices recurring throughout life. This is especially true during various developmental stages when the graphic gesture and its dialogic and narrative components take shape, increasingly structuring themselves into multiple individual and collective manifestations.

In this issue of Graphos, the areas of exploration can range from didactic design to school practices, from neuropsychological implications to cultural representations, from teacher training to the assessment of processes and educational outcomes. Both theoretical essays and critical reflections, as well as case studies, experimental research, and qualitative analyses, are welcome—provided they aim to contribute to the understanding of the meanings and educational challenges related to handwriting in the 21^st century.

The contributions can be of a theoretical-foundational, epistemological-methodological, theoretical and practical nature; historical-pedagogical and pedagogical; didactic-methodological, with reference to the principles and teaching models of handwriting, and also to the design of plausible teacher training courses; theoretical, empirical or experimental, from the perspective of empirical research and reflection on interventions aimed at improving teachers' professionalism in the teaching and learning processes of handwriting in their transformation related to the change of cultural processes.

In addition, as with all issues, the journal includes a section for free papers in the broad and pluralistic field of education.

The deadline for submitting proposals is 25 March 2026.