Being allowed: negotiating space for poetry writing with literature examination students

Dymoke, S ORCID: https://orcid.org/0000-0001-9592-852X and McGuinn, N, 2021. Being allowed: negotiating space for poetry writing with literature examination students. New Writing: The International Journal for the Practice and Theory of Creative Writing. ISSN 1479-0726

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Abstract

This paper focuses on issues of permission and the space for creative writing practice which emerged from a day-long poetry writing workshop with UK English Literature students aged 16 -18 funded by the University of Hull’s Bridges to Everywhere project. Drawing on critical frameworks from Hall and Thomson (2017) and Harris and de Bruin (2018), pertaining to artistic practices and creative pedagogies, it seeks to explore how poetry might flourish in the classroom. It does so by outlining and discussing a set of distinctive practices identified in one writer’s approach as she guides students through a workshop experience to make their own choices about their poetry writing. The paper considers particular challenges for creative practitioners and for students, concerning agency in learning about poetry within school curriculum confines. It concludes by posing some questions about how such creative practices might be sustained within a post COVID 19 educational environment.

Item Type:	Journal article
Publication Title:	New Writing: The International Journal for the Practice and Theory of Creative Writing
Creators:	Dymoke, S. and McGuinn, N.
Publisher:	Taylor & Francis
Date:	30 March 2021
ISSN:	1479-0726
Identifiers:	Number Type 10.1080/14790726.2021.1891257 DOI 1368577 Other
Divisions:	Schools > Nottingham Institute of Education
Record created by:	Linda Sullivan
Date Added:	15 Feb 2021 16:04
Last Modified:	30 Sep 2022 03:00
URI:	https://irep.ntu.ac.uk/id/eprint/42306

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