ERIC Number: ED474931
Record Type: RIE
Publication Date: 2003-Mar
In the Margins of the Privileged Text: Deconstructing Creative Nonfiction's Pedagogy of Entitlement.
Papay, Twila Yates
While writers often transcend issues of class, poverty, and privation, the "practice" of instruction in creative nonfiction "classes" may encourage an all-too-real sense of entitlement. Writing in the comfortable spaces of a liberal arts college may suggest that all writers have the same advantages, that all reflective inquiry (like all technological support) is equally accessible. Blithely unconscious of the privilege underlying introspective writing, students may be poorly served by pedagogies that do not demand rigorous examination of stances in relation to the disenfranchised. This paper considers the following problems: Can new pedagogical strategies move students into awareness of privilege? Can their writing progress beyond critical introspection to the larger arena of global need? Can it provide an avenue of action so that student writers of creative nonfiction may move beyond the "word" to "actions" reasonable citizens must surely learn to take on behalf of those less privileged? If not, why is it being taught? Using the example of a course in autobiographical writing, the paper discusses some practices and projects (i.e., student thinking and writing). It also discusses "what went wrong" and then concludes with some student voices. (NKA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (54th, New York, NY, March 19-22, 2003).