Curtis, Abi (2009) Rethinking the unconscious in creative writing pedagogy. New Writing, 6 (2). pp. 105-116.
Full text not available from this repository.Abstract
The notion of the unconscious pervades creative writing (CW) pedagogy and I examine its prevalence in CW guidebooks written by practitioners in the field, from Dorothea Brande's Becoming a Writer, which was first published in 1934 and remains a popular ‘inspirational’ book, to those published in the last few years. These books encourage the notion of ‘accessing’ or ‘tapping into’ the unconscious as a method of producing CW. My discussion will critique the conception of the unconscious as an unproblematic ‘container’ or personified entity, and re-examine it in the light of Freud's complex and variously-imagined model. I propose that re-conceiving the unconscious as a site of connectivity opens new possibilities for teaching CW within an intellectually rigorous university setting.
Item Type: | Article |
---|---|
Status: | Published |
DOI: | 10.1080/14790720903215216 |
Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education P Language and Literature > PR English literature |
School/Department: | School of Humanities |
URI: | https://ray.yorksj.ac.uk/id/eprint/514 |
University Staff: Request a correction | RaY Editors: Update this record