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Abstract: Stressing relational creativity, three projects are studied for their attention to emergence as an artistic and pedagogical disposition for learning and inquiry. Emergence has no pre-determined destination except to being committed to inquiring. Relational creativity disrupts hierarchies among teachers and learners, and encourages learning together. The goal is to create knowledge through emergent interventions, encounters and identities. The three examples cover early childhood, elementary aged children, and teacher education students: each offers ways for enacting a/r/tography in creative environments.