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Tyler Denmead


University Lecturer of Arts and Creativity in Education

Fellow and Director of Studies, Education at Queens' College

E-mail Address

td287 (at)


+ 44 (0)1223 767634


  • Ph.D., University of Cambridge (Queens’ College), Education, May 2011
  • M.Phil. (distinction), University of Cambridge (Queens’ College), Education, May 2008
  • B.A., Brown University, History of Art and Architecture, May 2007

Membership of Professional Bodies/Associations

  • National Art Education Association
  • Editorial Review Board, Art Education
  • Editorial Review Board, Studies in Art Education
  • Editorial Review Board, Journal of Cultural Research in Education

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My scholarship challenges the common sense view that creativity has played a positive role in kickstarting urban renewal in American cities during the past two decades. Informed by cultural studies and critical whiteness studies, I have advanced theorization of the unmarked whiteness of "the creative," and, in turn, how both urban and educational policy and practice in the United States have invested culturally and economically in whiteness through state-subsidized urban renewal projects. Amidst this cultural landscape, my scholarship illuminates how young people of color from low-income backgrounds deploy creative practices to trouble their social position as members of an "underclass" who stand in the way of urban progress, and how those same practices can become entangled in the revitalization of cities at their expense.

My future scholarship will continue to investigate how creativity has been constructed as a property of whiteness, as well as new areas of research including an arts-based intervention into reparations theory and practice, as well as an investigation of the visual politics of institutionalized education. Please read more about my research and teaching at

Doctoral students in my group are investigating decolonizing the visual art education curriculum in Ghana, the cultural privileging of whiteness in English language instruction in China, the influence of perceptions on creativity for post-16 subject choice, and the use of fiction in illuminating theraplay. I welcome doctoral students who are investigating the above themes.



Academic Area/Links

  • Culture, Politics, and Global Justice
  • Arts and Creativities
  • Race, Empire, and Education Collective

Current doctoral student topics  (co-supervisor):

  • Social practice art in gallery and museum contexts
  • Decolonising the visual art curriculum in Ghana
  • Encounters with whiteness by Chinese women english language teachers
  • The entanglement of Indian Classical Dance in ethno-nationalist political movements
  • Discourse of creativity in British secondary schools
  • The racialisation of British Muslim girls' in Britain (Dr. Arathi Sriprikash)
  • A fictional account of tacit knowledge in theraplay (Dr. Carol Holliday)

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Research Topics

  • Youth and cities research
  • The performativity of whiteness
  • Creativity as a property of whiteness
  • Reparations theory and practice
  • Decolonizing the arts education curriculum
  • The arts in educational research
  • Visual politics of education


  • Arts, Creativity, and Education MPhil program
  • Creativity and Thinking Undergraduate Tripos
  • Research Methods MPhil
  • Researching Practice MEd


  • In 2019, students at the University of Cambridge selected me as the best lecturer across the university.

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Current Research Projects

Denmead, T. (2019). Creative Underclass: Youth, Race, and the Gentrifying City. Durham, North Carolina: Duke University Press.

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Recent Publications

Denmead, T. “White Warnings.” Journal of Cultural Research in Art Education, Whiteness and Art Education 36, no. 1 (2019), 108-124.

Denmead, T. “Tier Two Worker Remote Office: Resisting the Marketization of Higher Education.” Journal of Curriculum and Pedagogy 16, no. 1 (2019): 6–34.

Denmead, T. “On the Concept of Youth in Art Education: A Review of the Literature.” Studies in Art Education 59, no. 1 (2018): 55–67.

Denmead, T. and Brown, R.N. “Ride or die: An instructional resource,” Art Education 67. No. 6 (2014): 47-53.