Inarticulacy In Creative Writing Practice And Translation
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Inarticulacy in Creative Writing Practice and Translation
Author: Judy Kendall
language: en
Publisher: Bloomsbury Publishing
Release Date: 2025-03-20
An investigation into the powerful effects occurring at the threshold between articulation and inarticulation in original and translated works, this book models how creative writing research, practice, processes, products and theories can further academic thought. At the threshold of in/articulacy, language can be said to 'thicken' and obscure the usual conditions of legibility or lexical meaning, becoming unfamiliar, flexible, incomplete, even absent. These 'thickening' moments alter and enrich literary processes and texts to initiate a paradigm shift in composition, translation and reading experiences. Interrogating this shift from the viewpoints of writers, translators and readers, Judy Kendall draws on translation studies, literary theory, anthropology, philosophy and physics and more to examine the practices of Semantic Poetry Translation, code-switching, made-up English, visual text, vital materiality and the material-discursive. Breaking new ground with her enactment of the ways in which creative writing can take an active and productive lead in research enquiries, Kendall looks at works including Old English riddles, Nigerian novels, J R. R. Tolkien's and Ursula K. Le Guin's narratives, Caroline Bergvall's hybrid works, Caryl Churchill's The Skriker, Patrick Chamoiseau's novels, Zong! and several other visual texts.
Translingual Creative Writing Theory, Practice, and Pedagogy
Author: Jennifer Quist
language: en
Publisher: Bloomsbury Publishing
Release Date: 2025-05-15
In a challenge to monolingual, Anglophone dominated creative writing workshops, this book explores why and how students' multilingual backgrounds and lack of fluency with the English language can emerge as assets rather than impediments to artistry and creativity. Grounded in the Chinese tradition of Daoism as an ongoing discourse, this exploration uses rigorous academic readings of the philosophical text, the Zhuangzi, as an analytical framework and takes a translingual approach to writing where translation and composition intersect, inscribing one language upon another within a single text. With concepts that resist expression such as inspiration, uncertainty, non-knowing, spontaneity, unity, forgetting the self, and the perfection behind the imperfection of language, Jennifer Quist demonstrates how Daoism's theories and metalanguage can re-imagine creative writing education whilst de-naturalizing the authority of English and Euro-American literary traditions. With analytical lenses derived from East Asia given context through translations of Chinese educators' primary accounts of the history and theory of postsecondary creative writing education in 21st-century China, Quist develops a method for examining the practices of exemplary translingual writers from China, Japan, and their diasporas. Featuring translingual writing prompts and practices for individual or classroom use by students at all levels of multilingualism, Translingual Creative Writing Theory, Practice, and Pedagogy opens up the current workshop model and discloses the possibilities of linguistic transcendence for instructors and students. With writing strategies based in cross-cultural collaboration and balanced with de-Anglicization of creative writing pedagogy, this book calls to rework the structures, methods, and metaphors of the workshop and presents ideas for more collaborative, collective, equitable, diverse, and inclusive programs.
Poetry, Practical Theology and Reflective Practice
This groundbreaking study offers an innovative critical analysis of poetry as a resource for reflective practice in the context of continuing professional development. In the contemporary drive in all professions for greater rigour in education, training, and development, little attention is paid to the inner shape of learning and meaning-making for individuals and groups, especially ways in which individuals are formed for the task of their work. Building on empirical research into the author’s professional practice, the book takes the use of poetry in clergy continuing ministerial development as a case-study to examine the value of poetry in professional learning. Setting out the advantages and limitations of poetry as a stimulant for imaginative, critical reflexivity, and formation within professional reflective practice, the study develops a practical model for group reflection around poetry, distilling pedagogical approaches for working effectively with poetry in continuing professional development. Drawing together a number of strands of thinking about poetry, Practical Theology, and reflective practice into a tightly argued study, the book is an important methodological resource. It makes available a range of primary and secondary sources, offering researchers into professional practice a model of ethnographic research in Practical Theology which embraces innovative methods for reflexivity and theological reflection, including the value of auto-ethnographic poetry.