ABSTRACT
This chapter analyses what it means to be practising makeative pedagogy in makerspaces. The Danish system of education, and some changes to it, requires a few words of introduction. A makerspace is not a pre-defined set of tools or a copy of other makerspaces. Being makeative is a question of orientating from a principle to re-making locations, materials and directions when needed or wanted by those who run a given makerspace. The children were not told in advance to build any specific constructions or to construct a certain number of narratives, but they started to emerge nonetheless. The investigation of the available technologies was the focus of the activity. In children’s play culture, the relation between formula and improvisation is very delicate. The global makerspace in itself pinpointed the need to emphasize an open pedagogy, which could be flexible and adaptive towards new inspirations and challenges from participants outside the single makerspace.
