Creative writing: mapping the subject

Belas, Oliver

dc.contributor.author	Belas, Oliver	en
dc.date.accessioned	2018-03-22T14:17:50Z
dc.date.available	2018-03-22T14:17:50Z
dc.date.issued	2018-03-06
dc.identifier.citation	Belas O (2018) 'Creative writing: mapping the subject', Use of English, 69 (1)	en
dc.identifier.issn	0042-1243
dc.identifier.uri	http://hdl.handle.net/10547/622553
dc.description.abstract	[From the introduction] My aim is to stitch together a three-part patchwork, to piece together some thoughts on: (i) Creative Writing as an academic discipline; (ii) the textual dynamics and contradictory cultural logic of the map; and (iii) knowledge, particularly the talk of ‘knowledge-based’ education that has driven recent reform in secondary education. Under the influence of Michel de Certeau and in light of an examination of the work of the map and of mapping, i will argue that Creative Writing, while it exemplifies a very real mode of knowing, is not and cannot be recognized as a site or space of knowledge by England’s current secondary-educational politics.
dc.language.iso	en	en
dc.publisher	The English Association	en
dc.relation.url	https://www2.le.ac.uk/offices/english-association/schools/use/current-contents/use-of-english-69-1-autumn-2017
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.subject	education	en
dc.subject	literature	en
dc.subject	writing	en
dc.subject	creative writing	en
dc.title	Creative writing: mapping the subject	en
dc.type	Article	en
dc.identifier.journal	Use of English	en
dc.date.updated	2018-03-22T14:06:52Z
dc.description.note	No info in Sherpa Romeo and none on website - have emailed publisher to ask. (6/3/18) 22/3/18 - no response from publisher so making available
html.description.abstract	[From the introduction] My aim is to stitch together a three-part patchwork, to piece together some thoughts on: (i) Creative Writing as an academic discipline; (ii) the textual dynamics and contradictory cultural logic of the map; and (iii) knowledge, particularly the talk of ‘knowledge-based’ education that has driven recent reform in secondary education. Under the influence of Michel de Certeau and in light of an examination of the work of the map and of mapping, i will argue that Creative Writing, while it exemplifies a very real mode of knowing, is not and cannot be recognized as a site or space of knowledge by England’s current secondary-educational politics.