Abstract

The article examines the significance of lore in creative writing pedagogy discourse, the problem posed by the historical distinction between teaching craft and drawing out talent in workshops, and the role of social identity as it is rejected, theorized, or ignored in discussions on teaching creative writing. Taking into account students' subjectivity as also constituted by the dynamics of collective identities such as those suggested by the terms gender, race, ethnicity, and so forth, the essay offers examples of workshop strategies that encourage dialogic voicing.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 79-93
Launched on MUSE
2009-12-06
Open Access
No
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