59 © 2023 L. Stephenson, R. B. Thorkelsdóttir, K. Dunbar, K. Kanameris & J. G. Jónsdóttir. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (https://creative- commons.org/licenses/BY/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license. Citation: L. Stephenson, R. B.Thorkelsdóttir, K. Dunbar, K. Kanameris & J. G. Jónsdóttir. «Creative Pedagogy as Resistance Space: Rhizo-Textual Analysis of Artist Educators’ PracticesWithin Pan-European Policy» Journal for Research in Arts and Sports Education, Vol. 7(3), 2023, pp. 59–77. http://doi.org/10.23865/jased.v7.5286 *Correspondence: Lisa Stephenson, e-mail: L.S.Stephenson@leedsbeckettuniversity.ac.uk Journal for Research in Arts and Sports Education Vol. 7 | No. 3 | 2023 | pp. 59–77 Peer-reviewed article Creative Pedagogy as Resistance Space: Rhizo-Textual Analysis of Artist Educators’ Practices Within Pan-European Policy Lisa Stephenson, 1 * Rannveig Björk Thorkelsdóttir, 2 Katie Lee Dunbar, 3 Konstantina Karameri 4 & Jóna Guðrún Jónsdóttir 5 1 Leeds Beckett University; UK; 2 University of Iceland, Iceland; 3 Artist freelancer; 4 Stimuli for Social Change, Greece; 5 University of Iceland, Iceland Abstract  Creative learning is increasingly being recognised as a crucial part of children’s holistic education. In this paper, we critically explore our experiences as artist-educators working across four differing European countries, namely, England, Iceland, Germany, and Greece. These experiences of prac- tice are set against educational policy landscapes which have progressively eroded opportunities for young people to engage in the creative arts in education across many European states. We are involved in a three-year Erasmus+ funded project, “arted,” which aims to transfer the knowledge of artists working in education to school and home contexts, offering more equitable arts opportunities for young people through the co-creation of open access resources. Combining Deleuzoguattarian theory and narrative, we examined our collective ideologies of creativity and principles of arts practices within differing national curricular policy contexts as part of our co-creation process. This rhizo-textual analysis highlighted the heterogenous features of our work as artist-educators, which have enabled us to hold spaces for creative arts learning within differing national policy contexts. These resistance spaces act as a social critique of educational policy. Through the process of this analysis three ethical principles emerged which collectively underpin our interactive guides for teachers and parents within the project. Keywords: arts education; creative learning; pedagogy; children; policy; rhizome; relational learning. Received: December, 2022; Accepted: November, 2023; Published: December, 2023 Introduction Creativity is defined in this paper as the ability to “come up with new ideas and solutions” and the “willingness to question ideas” (Avvisati et al., 2013, p. 229), and