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Six Groundings for Aboriginal and Torres Strait Islander Story in the Australian Creative Writing Classroom : Part 1 single work   criticism  
Issue Details: First known date: 2017... 2017 Six Groundings for Aboriginal and Torres Strait Islander Story in the Australian Creative Writing Classroom : Part 1
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'‘All Australian children deserve to know the country that they share through the stories that Aboriginal people can tell them,’ write Gladys Idjirrimoonra Milroy and Jill Milroy (2008: 42). If country and story, place and voice are intertwined, it is vital that we make space in Australian creative writing classrooms for the reading and writing of Australian Indigenous story. What principles and questions can allow us to begin? We propose six groundings for this work:

  • Indigenous story is literary history, literary history is creative power.
  • We do culture together: culture becomes in collaboration, conscious or unconscious.
  • There is no such thing as Indigenous story, and yet it can be performed and known. 
  • Country speaks, to our conceptions of voice and point of view.
  • History and memory are written in the land and on the body in bodies of practice.
  • Story transmits narrative responsibility.  Narrative responsibility requires fierce listening.

This two-part paper will discuss each of these groundings as orienting and motivating principles for work we do as teachers of introductory creative writing units at the University of Canberra.'  (Publication abstract)

Publication Details of Only Known VersionEarliest 2 Known Versions of

  • Appears in:
    y separately published work icon TEXT : Journal of Writing and Writing Courses vol. 21 no. 2 October 2017 12948460 2017 periodical issue

    'TEXT editors work closely with referees. We are deeply aware that referees do this work for the sake of their discipline and outside of their normal workloads. Each article published in TEXT is reviewed by at least two referees, and sometimes by as many as four if the re-writing is extensive and prolonged. It can be a painful experience for some writers to find their research put under the kind of scrutiny that is not possible to expect from friends and colleagues. We feel responsibility for not wasting referees’ time by sending on to them articles that have such fundamental flaws that little expertise is needed to point out the inadequacies of the submission. The editor’s role in these instances is one of gate-keeping, an uncomfortable position, but one that is part of the larger vision of keeping TEXT to the highest standards possible. TEXT is a journal particularly concerned to mentor and support both new and experienced researchers in the field.' (Editorial introduction)

         2017
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Related Works

Six Groundings for Aboriginal and Torres Strait Islander Story in the Australian Creative Writing Classroom: Part 2 Paul Collis , Jen Crawford , 2018 single work criticism
— Appears in: TEXT : Journal of Writing and Writing Courses , October vol. 22 no. 2 2018;

‘All Australian children deserve to know the country that they share through the stories that Aboriginal people can tell them,’ write Gladys Idjirrimoonra Milroy and Jill Milroy (2008: 42). If country and story, place and voice are intertwined, it is vital that we make space in Australian creative writing classrooms for the reading and writing of Australian Indigenous story. What principles and questions can allow us to begin? We propose six groundings for this work:

  1. Indigenous story is literary history, literary history is creative power.
  2. We do culture together: culture becomes in collaboration, conscious or unconscious.
  3. There is no such thing as Indigenous story, and yet it can be performed and known.
  4. Country speaks, to our conceptions of voice and point of view.
  5. History and memory are written in the land and on the body in bodies of practice.
  6. Story transmits narrative responsibility. Narrative responsibility requires fierce listening.

'This two-part paper discusses each of these groundings as orienting and motivating principles for work we do as teachers of introductory creative writing units at the University of Canberra. Part 1 discussed the first three groundings and was published in TEXT Vol 21, No 2, October 2017. Part 2 discusses the remaining three groundings.'  (Publication abstract)
VIEW ALL RELATED WORKS (1)
Last amended 23 Feb 2018 08:29:47
http://www.textjournal.com.au/oct17/collis_crawford.htm Six Groundings for Aboriginal and Torres Strait Islander Story in the Australian Creative Writing Classroom : Part 1small AustLit logo TEXT : Journal of Writing and Writing Courses
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