Finding the bird in the bush, or,“the material that appears”: rethinking the ‘creative’in teaching ‘creative writing’
- Authors: Wessels, Paul
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/458498 , vital:75749 , https://hdl.handle.net/10520/EJC-1061d9acf3
- Description: If we want to bring assessment into alignment with teaching and learning practices in creative writing, we will need to change our conceptions of teaching and learning themselves. I believe there is a precedent for a changed conception of teaching and learning and will sketch the outline of such a change. I will do so via a practical example of a course I teach in creative writing, as well as via theoretical interventions from current educational theorists. I take my lead from a call made from within the imperilled waters of creativity such as it exists in creative writing today, that we need to pay attention to ontological and ethical issues if our conception of creativity is to survive the slide into the hyper-cynical discourse of advertising. Without changing our understanding of the “what” of education we will never arrive at the how or the why.
- Full Text:
- Date Issued: 2018
- Authors: Wessels, Paul
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/458498 , vital:75749 , https://hdl.handle.net/10520/EJC-1061d9acf3
- Description: If we want to bring assessment into alignment with teaching and learning practices in creative writing, we will need to change our conceptions of teaching and learning themselves. I believe there is a precedent for a changed conception of teaching and learning and will sketch the outline of such a change. I will do so via a practical example of a course I teach in creative writing, as well as via theoretical interventions from current educational theorists. I take my lead from a call made from within the imperilled waters of creativity such as it exists in creative writing today, that we need to pay attention to ontological and ethical issues if our conception of creativity is to survive the slide into the hyper-cynical discourse of advertising. Without changing our understanding of the “what” of education we will never arrive at the how or the why.
- Full Text:
- Date Issued: 2018
Introduction: On (still) rediscovering the ordinary
- Authors: Wessels, Paul
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/458513 , vital:75750 , https://hdl.handle.net/10520/EJC-1061aba2b5
- Description: The essays included in this special issue of English in Africa are written by published writers of fiction and poetry who have close ties to academic departments as teachers, writers, scholars and editors. While they are scholarly in form, these articles seek to evoke a broader range of response than the purely academic, and for this reason they may not always strictly follow academic conventions. For example, to preserve the flow of the discussion parenthetical references may, at times, have been excluded, and ‘creative’ poetry and prose are often drawn into the argument for effect. We hope that the tone of the keynote address, while it has been abridged and edited for print, remains conversational and anecdotal, in keeping with its oral delivery.
- Full Text:
- Date Issued: 2018
- Authors: Wessels, Paul
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/458513 , vital:75750 , https://hdl.handle.net/10520/EJC-1061aba2b5
- Description: The essays included in this special issue of English in Africa are written by published writers of fiction and poetry who have close ties to academic departments as teachers, writers, scholars and editors. While they are scholarly in form, these articles seek to evoke a broader range of response than the purely academic, and for this reason they may not always strictly follow academic conventions. For example, to preserve the flow of the discussion parenthetical references may, at times, have been excluded, and ‘creative’ poetry and prose are often drawn into the argument for effect. We hope that the tone of the keynote address, while it has been abridged and edited for print, remains conversational and anecdotal, in keeping with its oral delivery.
- Full Text:
- Date Issued: 2018
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