Glaveanu, V. P., Hanson, M. H., Baer, J., Barbot, B., Clapp, E. P., Corazza, G. E., Hennessey, B., Kaufman, J. C., Lebuda, I., Lubart, T., Montuori, A., Ness, I. J., Plucker, J., Reiter-Palmon, R., Sierra, Z., Simonton, D. K., Neves-Pereira, M. S., & Sternberg, R. J. (2023). Advancing creativity theory and research: A socio-cultural manifesto. Journal of Creative Behavior. Wiley-Blackwell.

Summary
This article presents a socio-cultural manifesto on creativity, authored by 20 scholars from diverse research backgrounds. The authors emphasize the multidimensional nature of creativity and argue that creativity is a culturally mediated, relational, meaningful, and dynamic phenomenon that is fundamental to society. They advocate for a shift in creativity research from focusing solely on individuals to integrating socio-cultural contexts, power dynamics, and ethical considerations. The manifesto calls for continued discussions and research along with practices like revisiting historical literature, using both qualitative and quantitative methodologies, and fostering inclusivity in creativity studies.

Evaluation
The article is well-structured and provides a comprehensive overview of socio-cultural approaches to creativity. Its strength lies in the collaborative effort of renowned scholars, which lends credibility and depth to the work. The authors effectively integrate diverse perspectives, making the manifesto inclusive and thought-provoking, and their methods and presentation are clear, focusing on theoretical grounding and practical implications.

Reflection on Applicability
The socio-cultural framework proposed in this article is highly relevant for developing sexual and relationship curricula for autistic youth. The emphasis on creativity as relational and culturally mediated aligns with the need to consider the unique social and cultural contexts of autistic individuals. The focus on power dynamics and inclusivity is particularly valuable for addressing the challenges faced by marginalized groups, such as autistic youth, in accessing comprehensive and meaningful education. Additionally, the call for integrating qualitative methodologies and revisiting historical literature can inform the development of curricula that are both evidence-based and sensitive to the lived experiences of autistic individuals.