Overview This article provides an account of some of the changes I have experienced in my work of organizing and teaching part-time university creative writing courses to adults. I came to university teaching through a background of community education and cultural activism, including several years of campaigning against elite and exclusionary forms of cultural policy. Because of this background, I have always been both conscious and critical of the dominance of tacit in the teaching of creative writing. In this article, I focus particularly on the issue of recruiting and supporting the tutor team because issues of and pedagogic learning are foregrounded here, as is the impact of the changed context, both for creative writing as a subject and for the practice and of part-time university teaching. In doing so, I draw on an understanding of both teaching and creative writing as socially situated practices (Lave 1996). In other words, although I will be talking about what I and others do in the classroom, I try to develop a discussion that is more than simply descriptive. In this way, I hope to make a modest contribution to the current debates in the United Kingdom and the United States
Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture – Duke University Press
Published: Oct 1, 2007
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