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Canonical and decolonisation arguments

The Canon and how Creative Writing should disrupt
When we ask ‘whether’ Creative Writing can be taught, we also need to pay attention to who has answered this question in the past; who has set the frameworks for Creative Writing as we understand it, how might we decolonise the thinking around it, both in terms of what we teach, but how its taught as well? These are questions which we’ll hopefully keep returning to throughout our time on the course, thinking about different ways of decentring power and critiquing the notion of the ‘workshop’. Arguments around decolonising the practise of teaching Creative Writing cannot be contained in a single step, they should be embedded throughout your whole practise and thinking. Different moments throughout the course will highlight this. In order to get started though, do check out these inclusive curriculum resources from Manchester Metropolitan University’s own website: https://www.mmu.ac.uk/about-us/professional-services/uta/inclusive-curriculum-toolkit

This article from the Times Higher Education supplement, on why inclusive resources are vital in any teaching, including the teaching of Creative Writing, will also be great background reading for you:

https://www.timeshighereducation.com/campus/decolonising-your-learning-resources-representation-matters

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Introduction to Teaching Creative Writing

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