Toward a pedagogy of intentionality

Abstract

ABSTRACT To challenge various faulty assumptions about prevailing creative writing pedagogies, we may start by theorising alternate ways to treat students’ intentions with and for their creative work. A pedagogy focused on intentionality could stress the importance of inviting into the classroom students’ lifeworlds over the importance of production and thus typified conceptions of ‘professionalism’, both of which are largely based on problematic ideologies of craft. Such a pedagogy may facilitate processes of self-expression and self-discovery that challenge the often-unnoticed shortcomings of current creative writing curricula.