Shifting the power dynamics in the Creative Writing workshop: assessing an instructor as participant model

Abstract

ABSTRACT This article addresses the ‘instructor as participant’ model of the Creative Writing workshop. Though versions of this model have been addressed in Creative Writing theory, the model itself remains under-theorised. In seeking to remedy this elision, the article articulates a pedagogical underpinning for the model, based on Paolo Freire's ‘problem-posing’ concept of education. The article then assesses an iteration of the instructor as participant model in practice. ‘Shifting the Power Dynamics’ grows out of the experience of teaching an upper level Creative Writing module entitled ‘Writing for Spirituality’. In this mixed-genre Creative Writing module, students are asked to explore the ways that their own Creative Writing might help them understand and develop their personal theology or spirituality. Taking its bearings also from Katharine Haake's work, the article identifies the structural changes required in module development that help nurture a decentred workshop. The article then identifies the shifts in practice that result from the instructor as participant model, including: (1) the instructor sharing works-in-progress; (2) class participation in developing workshop ground rules; and (3) modifying the ‘gag rule’ on the workshop participant who is sharing their work in order to nurture dialogue.