Creative play: welcoming students into a community of practice in creative writing through a participatory action research project

Stockwell, Richard (2016) Creative play: welcoming students into a community of practice in creative writing through a participatory action research project. New Writing: The International Journal for the Practice and Theory of Creative Writing, 13 (2). pp. 261-272. ISSN 1479-0726

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Official URL: http://dx.doi.org/10.1080/14790726.2016.1142569

Abstract

This paper reports on an attempt to engage undergraduate students in extra-curricular writing activities in order to induct them into the tacit knowledge and understanding of a writing community. Using Etienne Wenger‘s notion of communities of practice as a model for considering learning it argues that in order to welcome students into a community they need to be empowered so that they construct their identity as members of that subject group.

A study of the literature surrounding communities of practice, and Participatory Action Research (PAR) led to the adoption of PAR as a mode of consultation with students and as an instrument for change. Students’ views on their experience of the extra-curricular activity are presented and the subsequent progress made in revising the provision is reported, along with the extension of the consultation to include the student view on their curriculum and an attempt to accommodate some of those views in revised delivery. The paper concludes with the proposal that the use of PAR may be a useful tool in promoting autonomy amongst undergraduate students and that Creative Writing tutors may be uniquely well placed to exploit it.

Item Type: Article
Uncontrolled Keywords: Community of practice, Participatory Action Research, engagement, creative writing, student voice
Subjects: W800 Imaginative Writing
W900 Others in Creative Arts and Design
Department: Faculties > Arts, Design and Social Sciences > School of Arts and Social Sciences > Arts
Depositing User: Paul Burns
Date Deposited: 19 Jan 2016 11:59
Last Modified: 16 Nov 2016 16:21
URI: http://nrl.northumbria.ac.uk/id/eprint/25531

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