Remaking Critical Theory: A Creative Humanities Process and Intervention

Abstract

Popular conceptions of creativity advance a neoliberal world view that reduces creativity to spontaneous ideation or so-called “right-brain thinking.” Such formulations, now commonly upheld in popular and educational discourse, blinker the essential role of criticality and sensitivity to socio-cultural context in the creative process. To challenge the neoliberalization of creativity, we designed the Remaking Critical Theory (RCT) process, which synthesizes recent cognitive science and creative humanities research to reconstitute creativity as criticality and vice versa – what we label critical creativity. The process reframes humanistic interpretation as a critical-creative activity and adapts methods from art, design, and innovation management to facilitate the production of humanities insights. Drawing upon dual-process models of creative cognition, we theorize how the RCT process activates the right type of thinking at the right time in the creative process. We also evidence efficacy by delineating and reflecting upon a pilot application at Sheridan College, which culminated in the student researchers making critical theory zines. More than simply reaffirming the value of critical theory in neoliberal societies, we delineate a radically new approach to humanities research and pedagogy.