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We, the three authors of this chapter, all come from professional careers in the circus arts. We also have a deep interest in and involvement with our academic domains, including physics, history, and education. We have found that com- bining circus arts with these traditionally academic subjects in academic institutions has motivated our students to engage with their own learning processes in unique ways. Through our discussions, we have identified three common ways in which students experience agency through the integration of circus practice and academic knowledges. First, students are able to build new knowledge from their domains of comfort into domains of discomfort. Second, combining embodied and academic knowledge expands student access to creative solutions, thereby expanding their knowledge horizons. Third, we notice that the collaboration inherent in the practice of circus arts enables community building, which, in turn, elicits the development of trust in new situations. We see each of these elements as foundational for social change. This chapter situates our findings in relation to theories of creativity that include quotidian, personal discoveries (Beghetto, 2010; Csikszentmihalyi, 1997/2013; Sawyer, 2012) and theories of embodiment that show how the mind and body mutually inform and affect each other (Gallagher, 2006; Steinman, 1995). We further contextualise our findings within the greater conversation of 
circus arts in education (Cadwell, 2018; Funk, 2018) and the long-term effects of learning arts on the development of other knowledges.